Relevant bibliographies by topics / School of Design Innovation

Academic literature on the topic 'School of Design Innovation'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "School of Design Innovation"

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Schwabsky, Nitza, Ufuk Erdogan, and Megan Tschannen-Moran. "Predicting school innovation." Journal of Educational Administration 58, no. 2 (December 23, 2019): 246–62. http://dx.doi.org/10.1108/jea-02-2019-0029.

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Purpose The purpose of this paper is to examine the role of collective teacher efficacy, academic press and faculty trust, all of which are components of academic optimism (AO), in predicting school innovation. In addition, the authors explored the extent to which faculty trust mediates the association between collective teacher efficacy and academic press with school innovation. Design/methodology/approach In all, 1,009 teachers from 79 schools in Northern Israel completed anonymous questionnaires about AO and innovation. Aggregation, descriptive statistics, bivariate correlation analyses and mediation analysis were performed to analyze the data. Findings Results showed that the components of AO, i.e., collective teacher efficacy, academic press and trust, were positively correlated to school innovation, and that trust mediated the relationship between collective teacher efficacy and school innovation. The study results confirmed that AO holds a significant predictive value in school innovation and highlights the importance of trust in supporting innovation. Practical implications As school leaders are challenged to foster innovative new practices in their schools, the findings suggest that they will need to know how to cultivate collective teacher efficacy, academic press and faculty trust. Originality/value This is the first study to examine the role of the components of AO in predicting innovation. By using a robust sample, the authors were able to examine the proposed school-level model with respect to the factors that affect school innovation. Originality also lies in the organizational approach to educational innovation in relation to faculty’s beliefs and behaviors.
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Fogelberg Eriksson, Anna. "A gender perspective as trigger and facilitator of innovation." International Journal of Gender and Entrepreneurship 6, no. 2 (June 3, 2014): 163–80. http://dx.doi.org/10.1108/ijge-09-2012-0045.

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Purpose – The purpose of this paper is to explore whether a gender perspective contributes to or functions as a driving force for innovations in organizations. The following questions are addressed: how can a gender perspective generate innovations and what are the conditions that favour innovations driven by a gender perspective? Design/methodology/approach – This study builds on a qualitative case study of an upper secondary school in Sweden, which has been showcased as a good example of gender awareness and gender mainstreaming in schools. Semi-structured interviews with representatives of the school were conducted and documents were analysed. Findings – The gender perspective contributed to innovations by triggering them and supporting the innovative processes, ensuring that the innovations did not stop at essentialist solutions. New ways of performing core processes were developed with the innovative leverage of the gender perspective. The perspective must be actively used and integrated into the core processes if it is to work properly, which was the case in this school. Research limitations/implications – This study indicates the importance of conducting further studies on innovations in the public sector as well as acknowledging gender in innovation studies, not least because this study focuses on a local case in a specific national context. Practical implications – This school exemplifies the use of a gender perspective as a driving force for innovations in organizations. The case points to important organizational conditions for innovation and actual gender-aware innovations. Originality/value – The study expands the understanding of innovation(s) in organizations and elaborates on the gendered dimensions of innovation as both process and product.
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Walimbwa, Michael, Arthur Mugisha, Alfred Buluma, and Julius Mbulankende. "In-Service Teacher Reflections on Program Innovations towards Education Responsive to Local Communities." East African Journal of Education Studies 5, no. 2 (August 8, 2022): 285–97. http://dx.doi.org/10.37284/eajes.5.2.779.

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Innovation in teacher training encompasses additions to a program so as to serve the most recent skills required by stakeholders. Innovation requirements push the redesign of in-service teacher education program which has seen embedding of an internship aspect. Using the theory of partnering pedagogy, these innovations focus on provision of education that is relevant and responsive to the local communities around and beyond the school. The innovations engage principles of effective pedagogy to design activities that involve and promote local community engagement practices and learning experiences. Using educational design research, ten in-service teachers participated a program that was recently reviewed with some innovation brought aboard. This study is qualitative which explored in-service teachers’ reflections on having gone through a recently reviewed in service program with innovations on board. The in-service participated in a reflection on their lived experiences and impact on their pedagogic practice having gone through the reviewed program. The resultant qualitative data was subjected to content analysis. Findings indicate that program review innovations that bring local stakeholders aboard allow integration of competencies beneficial to in-service teachers, learners, and the local community in which the school is located. Innovation design that engages communities lead to pedagogic practices that emphasize learning by doing and not just transmission and accumulation of theoretical knowledge. Innovation in program design and review should therefore focus on activities that engage the in-service teacher, learners, and the local community. This leads to the design of innovations that focus on quality learning and development of contextually purposed skills for the local community. However, because of the collaborative attribute among stakeholders, there are challenges in the implementation of innovative suggestions. It is concluded that innovations in program design and review need to be contextually relevant because then, their impact extend to the local communities surrounding the school. In these ways, innovations provide avenues for schools to provide quality learning opportunities and skills to serve the local communities and beyond.
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Magnussen, Rikke. "Game-Like Technology Innovation Education." International Journal of Virtual and Personal Learning Environments 2, no. 2 (April 2011): 30–39. http://dx.doi.org/10.4018/jvple.2011040103.

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This paper examines the methodological challenges and perspectives of designing game-like scenarios for the implementation of innovation processes in school science education. This paper presents a design-based research study of a game-like innovation scenario designed for technology education for Danish public school students aged 13-15. Students play the role of company heads that develop intelligent music technology. This game-like learning environment was designed to develop innovation competencies through the simulation of a practical learning situation. The term “game-like” is used to denote that the scenario should not be considered an educational game, such as the educational computer games used in many schools today. The focus of the design is to include practices and tools from innovative professions and use game principles and elements to create a meaningful frame around the creative and innovative practices.
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Karlsson, Tove, Jonas Kjellander, Åsa Machado, Olle Strandberg, Peter Götlind, and Reine Karlsson. "The school lighting innovation dilemma." IOP Conference Series: Earth and Environmental Science 1099, no. 1 (November 1, 2022): 012031. http://dx.doi.org/10.1088/1755-1315/1099/1/012031.

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Abstract This paper presents a qualitative descriptive case study that aims to build awareness about the need for improvement of the indoor environment in classrooms and to exemplify how renewal-oriented processes can be initiated. The study focuses on innovation processes that have resulted in both completely new designs and further spread of innovative solutions. The reason for the need to improve is that too many pupils and students have problems with concentration, relaxation and recuperation. The number of diagnoses such as Autism and ADHD is growing. One factor which significantly influences the pupil’s mental well-being is the daily physical environment. The single aspect which may be improved in reasonable time, at a reasonable cost, is the lighting design of classrooms. An underlying reason for the habit to continue installing insipid uniform static “light-carpets” is the lack of awareness about how lighting affects wellbeing and health. As with innovation in other industries, it is an innovation dilemma that the vast majority of the people who sell and procure classroom lighting tend to prefer the established solutions that they are used to. The article describes how Malmö’s early investment in Human Centric Lighting and the unique indoor environment of the Study hall in the Centre for Economic Sciences at Uppsala University are used as role models for lighting design in classrooms. The case study combines the authors’ own observations and earlier interviews with users. Malmö’s temporal light variation and parts of the Study hall’s lighting design are used in more than 30 classrooms, in Malmö, Stockholm Business School and Iggesund. The article concludes with suggestions on how today’s lighting design knowledge and technology can be combined to provide more advanced adaptations to the varying lighting needs of pupils, students and teachers.
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Greany, Toby, and Joanne Waterhouse. "Rebels against the system." International Journal of Educational Management 30, no. 7 (September 12, 2016): 1188–206. http://dx.doi.org/10.1108/ijem-11-2015-0148.

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Purpose The purpose of this paper is to describe and analyse the development of school autonomy, school leadership and curriculum innovation in England over the past 40 years. It provides a baseline picture for the wider international study on school autonomy and curriculum innovation. Design/methodology/approach An initial literature review was undertaken, including policy document analysis. Interviews and observations were undertaken with participants on a pilot professional programme for school leaders seeking to develop their school curriculum. Findings While all schools in England have needed to adapt their curricula to reflect the new National Curriculum introduced from 2014, relatively few schools appear to have used this opportunity to design genuinely innovative curricula that respond to the changing needs of learners in the twenty-first century. This includes the academies and free schools – currently around one in four schools – which are not legally required to follow the National Curriculum. The authors posit that leadership agency by principals and their professional teams is more important than policy/legal freedoms for securing curriculum innovation. Such agency appears to depend on the capacity and confidence of leaders to shape an alternative and innovative curriculum in the face of structural constraints, in particular England’s sharp accountability system, effectively making these leaders “rebels against the system”. Research limitations/implications The empirical findings are preliminary and based on a small convenience sample. Originality/value Given England’s position as a relatively extreme example of high-autonomy-high-accountability quasi-market school reforms this paper provides valuable insights on school autonomy and curriculum innovation that can inform policy and practice more widely.
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Halász, Gábor. "Measuring innovation in education with a special focus on the impact of organisational characteristics." Hungarian Educational Research Journal 11, no. 2 (July 14, 2021): 189–209. http://dx.doi.org/10.1556/063.2021.00032.

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AbstractInnovations created by teachers, teacher communities and schools in their daily practice play a key role in improving the quality and effectiveness of education. As protocols, central regulations, ready-made teaching materials do not provide solutions to all problems emerging in daily practice the invention of new, original solutions are necessary to respond the challenges teachers and schools encounter in their everyday work. Similarly to other knowledge intensive professions creativity and innovativeness are necessary skills for teachers and teacher communities to work effectively. In many countries schools are encouraged to support innovative work behaviour and they are expected to manage effectively change and innovation processes. The increasing importance of innovations and innovation processes in education raises the question of how to measure innovation in this sector and how decision makers can use innovation data. This article presents some of the outcomes of an education sector innovation survey conducted in Hungary in 2018. It demonstrates the possibility to design data collection instruments that allow capturing school/department level innovation processes. The article focuses on one specific problem area: the relationship between organisational characteristics and innovation activity/behaviour.
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Shi, Xiaoming, and Liwei Qiu. "Exploration and Practice of Cultivating Multidimensional Design Innovation Ability." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 39–43. http://dx.doi.org/10.54097/ijeh.v6i1.2946.

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This paper relies on the background of the "National Medium and Long-Term Science and Technology Development Program (2006-2020)" and "National Medium- and Long-term Education Reform and Development Program (2010-2020)" issued by the State Council . The document emphasizes the importance and urgency of cultivating innovative talents. This article takes the "Product Development and Design" course as a carrier to explore the multi-dimensional and jointly driven innovative talent training methods such as goal orientation, school-enterprise collaboration, science and education integration, and competition platform. Through: ① Build a three-tier progressive curriculum project system to help students internalize the theory and lay the foundation for practice. ②Create a school-enterprise mutual-feeding joint training method , supported by enterprise projects, and form classroom and project mutual-feeding. ③Set up the second classroom of scientific and technological innovation , with the precise drive of the four-in-one team + project + platform (competition platform) + innovation (Internet +, rural revitalization, etc.), to build a five-level integration of teaching, production, competition, research, and theoretical practice for improvement way . ④ Construct a process-based, output-oriented, quantifiable and controllable, multi-channel feedback capability achievement evaluation standard . Multi-dimensional innovative ways to explore the training mode of applied innovative talents. It is hoped that it can solve the problem of connecting the innovation ability of students and the innovation level required by enterprises.
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Tatarkina, Lidiya Aleksandrovna, and Ekaterina Vitalievna Karelskaya. "Model of higher school innovative process." Vestnik of Astrakhan State Technical University. Series: Economics 2022, no. 3 (September 30, 2022): 62–68. http://dx.doi.org/10.24143/2073-5537-2022-3-62-68.

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The paper touches upon the problem of the innovative activities in the higher school educational system. The innovative activities of universities in our country and abroad have been analyzed. The American, European and Asian models of design and construction of technoparks are described. The European model is found most suitable for implementing in Russia. The main methods of managing the educational process are shown. The model of the innovative process of the university is described through the structure of the educational-scientific-innovative complex. The basic concepts that define the innovation process in the university including the creation of technoparks are outlined. Efficiency of higher school activity is estimated. A technology is proposed to increase the efficiency of the university activity by creating an educational-scientific-innovative complex. The issues of knowledge management and education quality management are outlined. The broader interpretation of the innovative activities of universities is theoretically justified. Effective innovation is evaluated through the efficiency of the innovation process, which is defined as the ratio of proceeds from the implementation of an innovative product or service to the total costs of research, development, training, development of an innovative structure, taxes, debts and loan commitments. A model of the innovation process of the university is presented in the form of four blocks: educational, scientific, innovative, and consumer. The role of universities in developing technology, economics, education level, increase in the efficiency of using the capabilities of the university in the use of intellectual information resources is shown. The tasks of the educational-scientific-innovative complex of the university are outlined and the stages of the innovation process are described. The prospects of the research comprise the development of a model of innovative development of the university. The nature of innovation in universities and the conceptual model of the innovation process are described
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Rusdarti, Rusdarti, and Inaya Sari Melati. "Innovation management of school cooperative using business incubator model." Journal of Governance and Regulation 11, no. 4, special issue (2022): 330–38. http://dx.doi.org/10.22495/jgrv11i4siart13.

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This study aims to formulate an innovative business incubator model by optimizing the school cooperative’s role to enhance the entrepreneurial spirit of vocational high school students in Indonesia. The method used in this study was the research and development (R&D) method from Thiagarajan, Semmel, and Semmel (1974), namely the Four-D model (define, design, develop, and disseminate) to determine a business incubator model which is compatible with school cooperatives design. Data were collected by questionnaire and interviews of students and teachers in several vocational high schools located in Central Java, Indonesia. The research resulted in the innovation management of school cooperatives which is integrated into a new business incubator model which has successfully improved the knowledge, practical skills, and entrepreneurial spirit of students in observed schools. The model consists of three stages, including planning, implementation, and evaluation which implies that collaboration among school stakeholders is key in implementing this business incubator model in order to achieve the same goal; strengthening students’ entrepreneurial spirit. The model defined in this result could be implemented in other schools to be analyzed further in terms of its effectiveness.
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Dissertations / Theses on the topic "School of Design Innovation"

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Thomas, Johnny. "Archstand theory of design for innovation : the integration of design and innovation using conceptual architectures." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/11722.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 1995, and Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 1995.
Includes bibliographical references (p. 282-283).
by Johnny Thomas.
Ph.D.
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Fulkerson, Sarah (Sarah Hampton) 1969, and Anna 1969 Halpern-Lande. "Product design and innovation : exploring breakthrough products (breakthroughs : a method and a madness)." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/9619.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 1998.
Zip disk formatted for Macintosh.
Includes bibliographical references (leaves 31-33).
This paper has been an iterative rather than a breakthrough process. we approached the topic of product design and innovation with notions of what it meant and how good designs were created. our purpose here has been to provide some understanding of the complexity of the issues surrounding breakthrough product designs. we redefine a variety of terms that are used liberally in the field to provide some sort of precise understanding of our perspective. This thesis is not meant to be read in the traditional paper format rather, it has digital collateral that are the true product of our research.
by Sarah Fulkerson and Anna Halpern-Lande.
M.B.A.
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Yu, Warren. "Cultivating innovation to ignite organizational transformation." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Mar%5FYu.pdf.

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Thesis (M.S. in Information Technology Management)--Naval Postgraduate School, March 2004.
Thesis advisor(s): Barry Frew, Dale Courtney. Includes bibliographical references (p. 79). Also available online.
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Wright, Natalie. "The goDesign immersion program: Fostering design-led educational innovation in regional Australian schools." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/123067/1/Natalie_Wright_Thesis.pdf.

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This thesis proposes a new research area and framework for Design-led Educational Innovation which, based on approaches applied from the business, design and education sectors, outlines how design thinking capabilities might be developed for twenty-first century skill development and life-long learning. The framework is validated and refined through the findings of a mapping study and an informal, context-adaptive, regional secondary school design immersion program called goDesign, conducted in Queensland, Australia.
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Burke, James Brian. "Evolution of the entrepreneurial firm : product strategy and organizational design /." Thesis, Cambridge, Mass, 1996. http://www.gbv.de/dms/zbw/527372560.pdf.

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Franklin, Rebecca N. "Innovation Within Regulations: Gaining Insight On Cultivating Employee-Led Innovation In California Public-Sector Organizations." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3704.

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The inquiry concerned gaining insights into environmental elements needed within California public-sector organizations to increase employees’ willingness to share innovative ideas. Although research exists regarding the need for service innovation and employees as fruitful sources of innovative ideas, there have been limited studies concerning public-sector organizations and the best method to solicit employee ideas. The data collection for this qualitative research study consisted of a series of interviews with front-line, non-supervisory civil servants. The results provide insights and information on how public-sector organizations may foster a culture that promotes and encourages employee-led innovation. The themes that emerged were (a) transparency in the process of sharing ideas and what is needed to feel motivated to participate in a formal submission process; (b) recognition and follow up, including which types of follow up and recognition are needed to feel the idea submission was worth the effort; (c) safe space including what needs to be present within the process for employees to feel safe to participate; (d) organizational buy-in including the need for encouragement and demonstrated support from all levels of leadership. These themes contributed to form the following recommendations for organizations to create a process and culture for soliciting ideas from employees: (a) establishing a transparent and easy to use process; (b) utilizing trusted and unbiased evaluators to review ideas; (c) providing meaningful and specific follow-up on ideas submitted; (d) ensuring there is no public criticism of ideas, but having public praise for submitting ideas; creating an organizational culture to be promoting and supporting participation in these processes. The data analysis revealed several implications: a significant disconnect between what employees' need to be comfortable sharing ideas and the existing process; the insufficient efforts of current leaders to promote and execute innovation within their organizations; the need for a paradigm shift to embrace a culture and operations that support innovation at all levels of an organization.
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Leung, Yat-ming. "A study of curriculum innovation in post-1976 China, with special reference to the design and implementation of the senior middle school geography curriculum." Thesis, University of Sussex, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293903.

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Saylak, Diana Danielle. "The Design Process and Functionality of an Innovative School| A Case Study of Lee Elementary." Thesis, Dallas Baptist University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937766.

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Improving the educational system has been a focus in the United States, but these reform efforts have not been as effective as intended. Educational transformation is the focus in one North Texas school district. The design of school facilities and impact of school design on reform efforts have not been extensively investigated. The current study examines and describes the process used by one school district to design an innovative elementary school and how components of the design impacted a change in behavior. Interviews were conducted with 19 members of the design committee, which included the design team, district administrators, and architects. Data collected from the interviews, as well as archival data, was entered into NVivo for Mac. The analysis revealed four overarching themes: collaboration, flexibility, sustainability, and school as a tool. These themes were evident in the design process, and in the design of the school. Data was also collected to describe the process used by the district to design the building, develop the curriculum and pedagogy used, and hire the administrators and educators for the campus. The process used design thinking to develop the design for the building. The result of the process was an award-winning innovative school building.

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Proctor, Clinton Lee. "Improving operational effectiveness in the job-shop environment through discrete event simulation and innovative process design." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/122281.

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Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2018, In conjunction with the Leaders for Global Operations Program at MIT
Thesis: S.M., Massachusetts Institute of Technology, Department of Mechanical Engineering, 2018, In conjunction with the Leaders for Global Operations Program at MIT
Cataloged from PDF version of thesis.
Includes bibliographical references (page 63).
A key value stream for Company X is a manufacturing area dedicated to production of precision electro-mechanical systems, of which they are contracted to service during the complete lifecycle. Currently, the production system is dedicated to the refurbishment of these electro-mechanical systems; it could be characterized as a high-mix low volume production system with a-job-shop layout. The operations team is being pressured to increase both production volumes and the product mix, while maintaining a competitive cost structure in a highly constrained environment, in terms of both space and resources. This thesis proposes two distinct projects to address the challenges faced. First, develop a framework to analyze the value stream, utilizing a discrete event simulation (DES) tool to characterize the production system.
The method will validate the DES tool against the current state production system and key performance indicators (KPI's) then conduct what-if analyses and studies based upon anticipated contractual obligations. This effort will identify risks within the value stream related to the transition from current state to future state, while studying the impact of changes in shipment volumes, product mix, direct labor, and capital equipment. This model supported conclusions and recommendations drawn, based upon the results of the DES, to build confidence in the production system and enable the value stream to meet the requirements of the increased volumes and complexity through making informed operational decisions. Second, to improve a key subassembly within the value stream identified as problematic with respect to labor content, cycle time, and ergonomics. A project has been identified to develop a new process to join two components with a tightly controlled radial bond.
Currently, the components are bonded, and the bond material must cure for several days. Upon curing, the joint contains excess bond material that must be removed for several reasons. The excess material is removed through a manual cutting process that is physically taxing on operators. After cutting, a cleanup process is initiated where an operator fills the void left from cutting with additional material; this additional bond material needs several additional days to cure. The new process utilizes an inflatable vessel that will apply pressure during the bond process to direct excess material away from the joint, eliminating the need for secondary processing in the joint, favorably impacting labor content, cycle time, and the ergonomics of operators. To speed validation and adoption, this project leveraged the 3D printing capabilities of the manufacturer.
Both the testing fixture and test articles were 3D printed in order to accelerate development and reduce risk associated with investment in the development process. Testing of the new process has indicated that the new method produces bonds of acceptable quality with markedly reduced labor content, resulting in a projected annual savings of $950k.
by Clinton Lee Proctor.
M.B.A.
S.M.
M.B.A. Massachusetts Institute of Technology, Sloan School of Management
S.M. Massachusetts Institute of Technology, Department of Mechanical Engineering
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Xiong, Thai. "The Impact of Technology Innovations in High School Biology Courses on Science Learning for Hmong Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5295.

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Hmong high school students struggle in science courses and have difficulty using technology, leaving them behind other ethnic groups in science performance. There is lack of research regarding Hmong students' struggle in technology-focused science courses, especially regarding the experiences of Hmong students with using science technology and teachers' experiences with these students. This single case study was designed to explore how technology innovations in high school biology courses impact science learning for Hmong students based on Gu, Zhu, and Guo's technology acceptance model. Both Hmong student and science teacher interviews as well as reflective journal data were collected to better understand students' opinions regarding usefulness and ease-of-use of technology in high school biology courses. Course document data were collected to determine technology integrations in lessons. Participants selected from a public high school in the Midwestern region of the United States included 8 Hmong students and 2 teachers. Data were analyzed within unit analysis and line-by-line coding to construct codes, then through cross unit analysis to develop themes. Results indicate that technologies have a positive impact on Hmong student science learning and aligned to the technology acceptance model. Key findings included positive use of technology, usefulness of technology and ease of use, and evidence of technology integration. The results can be used by teachers to improve support to minority students who learn biology using educational and scientific technology. The use of technology contributes to positive social change to advance Hmong students' acceptance of technology and biology learning, as well as the advancement of education to support all learners.
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Books on the topic "School of Design Innovation"

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Gislason, Neil B. Building innovation: History, cases, and perspectives on school design. Big Tancook Island, N.S: Backalong Books, 2011.

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University, Brunel, ed. Colour of innovation: Made in Brunel. Newbury, Berks: Papadakis Pub., 2011.

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Constantinos, Fecadu. Innovation in management of primary school construction: Multi-purpose primary school buildings in Bangladesh. Bangkok, Thailand: Unesco Principal Regional Office for Asia and the Pacific, 1988.

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J, Bodilly Susan, Rand Institute on Education & Training., and New American Schools Development Corporation., eds. Designing new American schools: Baseline observations on nine design teams. Santa Monica, CA: Rand, 1995.

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Schweitzer, Diane K. Planning and designing innovative and modern school kitchens and dining rooms. [LaVergne, TN]: AuthorHouse, 2010.

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den Ouden, Elke. Innovation Design. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-2268-5.

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Pashkevich, Aleksandr. Fundamentals of pedagogical technology design. The relationship between theory and practice. 4th ed. ru: Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01864-4.

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The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the national system of teacher growth and within the framework of the national project "Education", is presented. It is addressed to the administration of educational institutions, teachers, and all those interested in the design of educational technologies.
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Chakravarthy, Battula Kalyana, and Janaki Krishnamoorthi. Innovation By Design. India: Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-0901-0.

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Brooks, Eva Irene, Anthony Brooks, Cristina Sylla, and Anders Kalsgaard Møller, eds. Design, Learning, and Innovation. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78448-5.

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Brooks, Eva, Jeanette Sjöberg, and Anders Kalsgaard Møller, eds. Design, Learning, and Innovation. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06675-7.

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Book chapters on the topic "School of Design Innovation"

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Rajesh, Raghunathan. "A Review on Human Factors and Ergonomics in School." In Design Science and Innovation, 267–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2229-8_30.

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Zhu, Yan. "Research Design." In Language Curriculum Innovation in a Chinese Secondary School, 49–73. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-7239-0_3.

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Senapati, Apurbalal, Bhaskar Saha, and Debkumar Chakrabarti. "Effects of Cartoon Network of School Going Children: An Empirical Study." In Design Science and Innovation, 97–103. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2229-8_10.

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Tan, Michael. "Design as a Problem for School that Reveals the Problem of School." In Makerspaces, Innovation and Science Education, 51–79. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351116220-4.

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Stojacic, Isidora. "PA4ALL—Innovative Learning Methods for Education in Agriculture: An ICT Based Learning Programme for High Schools." In Springer Series in Design and Innovation, 79–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_8.

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AbstractPA4ALL addresses the topic of introducing precision agriculture tools in high schools specialised in agriculture, exploring the benefits of using the ICT in the field and encouraging high school students to uptake new trends and innovations.
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Khopey, Jay, Ayush Srivastav, Tejal Kalgutkar, and Siddhartha Mukherjee. "Understanding the Usability of School Stationery and the Scope for Innovation." In Ergonomics for Design and Innovation, 221–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94277-9_20.

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Gaudiot, Denise, João Pernão, and Laura Martins. "School sweet school: Boarding schools and the design process evolution of a traditional educational space in Brazil from the 19th to the 21st century." In Tradition and Innovation, 83–90. London: CRC Press, 2021. http://dx.doi.org/10.1201/9780429297786-14.

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Akyürek, Gökçen, Gonca Bumin, Meral Huri, Hülya Kayıhan, and Süheyla Gürkan. "Investigation of the Relationship Between Activity Performance in the School Settings and Occupational Performance of High School Students with Cerebral Palsy." In Springer Series in Design and Innovation, 101–8. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65060-5_8.

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Esht, Vandana, and Ajita D. Singh. "A Preliminary Report on Musculoskeletal Pains and Discomfort Among Indian School Children Due to Mismatch Between Anthropometric Measurements and Classroom Furniture." In Design Science and Innovation, 957–62. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-9054-2_111.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Conference papers on the topic "School of Design Innovation"

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Baran, Grzegorz. "SCHOOLS AS DIGITAL LIVING LABS. PLATFORMS TO CO-DESIGN SCHOOL INNOVATIONS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1255.

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Mengveha, Nimit. "Design Innovation Practice School: The Experiential Learning Platform." In The Asian Conference on Education 2021. The International Academic Forum(IAFOR), 2022. http://dx.doi.org/10.22492/issn.2186-5892.2022.50.

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Stutchbury, Kris, Lore Gallastegi, Clare Woodward, and Mark Gaved. "School-based Continuing Professional Development: the Role of School Leaders." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2256.

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Zambian Education School-based Training (ZEST) is an innovative programme aimed at improving teaching in line with policy aspirations in Zambia. It draws on existing roles, structures and processes whilst making innovative use of technology and resources, to support teaching and to challenge attitudes which can limit achievement. A programme of research has been designed to better understand school-based continuing professional development (SBCPD) at a school-level. This presentation focuses on one strand of that research: school leaders. It seeks to make explicit what it is that school leaders do to support successful innovation. // ZEST is based on the policy aspiration that teaching should be more learner-centred, and defines learner-centredness in terms of attitudes, values and relationships, rather than a set of required practices. This paper will draw on the literature to suggest what ‘learner-centred leadership’ could look like. It will present data from interviews and observations gathered during a two-day visit to each of six schools to explore head teachers’ leadership of innovation. A purposive sample of schools was chosen, based on their successful engagement with ZEST as evidenced through new ways of working, new attitudes to learners, and the successful use of technology. // The presentation will provide case studies of successful school leaders and will highlight what it means to innovate, identifying key drivers and constraints in the Zambian context. The findings will be relevant to others working on the continent.
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Charosky, Guido, Lotta Hassi, Luciana Leveratto, Kyriaki Papageorgiou, Juan Ramos, and Ramon Bragos. "Education for innovation: engineering, management and design multidisciplinary teams of students tackling complex societal problems through Design Thinking." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8150.

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Innovation education involves a different approach both for professors and students. It requires understanding people, technology and business to develop truly innovative solutions that can succeed in the market. The aim of this paper is to analyze the benefits, learning outcomes and self-learning perception about innovation from students participating in an innovative learning experience co-developed by an Electrical Engineering School, a Business School and a Design Institute. Challenge Based Innovation (CBI) is a program created by CERN to host educational projects where multidisciplinary teams of students tackle innovation challenges. The objective is to design solutions to social problems through Design Thinking. It was observed that engineering students, after this learning experience increase their understanding of user’s needs and the relevance of focusing on them when approaching innovation challenges. Also, they improve their ability to ideate break-through solutions thanks to a better understanding of the relationship between people, business and technology due to their in-depth interaction with management and design students. Furthermore, their self-confidence is significantly increased along with their entrepreneurial skills. The level of engineering student’s understating of innovation as a whole is higher with this approach compared to standard design-build projects performed at the Engineering Schools.Keywords: Design Thinking, Innovation, Challenge Based Education, Multidisciplinary projects
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Gong, Yubei, and Yongqi Lou. "Transforming a Public School: A Case Study of Tongji-Huangpu School of Design and Innovation and Its Search for Synergy." In Design Research Society Conference 2020. Design Research Society, 2020. http://dx.doi.org/10.21606/drs.2020.291.

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Hutauruk, Agusmanto JB, Adi S. Situmorang, and Parlindungan Sitorus. "Constructing Microlearning Design for Mathematics Learning in School." In 2nd International Conference on Innovation in Education and Pedagogy (ICIEP 2020). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.211219.001.

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Joshi, Priyanka Sewhag, and Vijai Singh Katiyar. "THEORETICAL FRAMEWORK FOR DESIGN EDUCATION AT SCHOOL LEVEL IN INDIA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0115.

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Ismail, Rozana, and Roslina Ibrahim. "PDEduGame: Towards participatory design process for educational game design in primary school." In 2017 5th International Conference on Research and Innovation in Information Systems (ICRIIS). IEEE, 2017. http://dx.doi.org/10.1109/icriis.2017.8002540.

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Rogacheva, Ksenia, Andrea Brivio, Liliya Rogacheva, and Lidiya Beliovskaya. "EXPERIENCES IN INTERDISCIPLINARY TEACHING IN ROBOTICS AND DESIGN IN PRIMARY SCHOOL." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0211.

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"Research on Optimization Design of Primary School Students’ Homework in Xi'an." In 2019 International Conference on Arts, Management, Education and Innovation. Clausius Scientific Press, 2019. http://dx.doi.org/10.23977/icamei.2019.213.

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Reports on the topic "School of Design Innovation"

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Noakes, Sierra, Allison Modica, and Kristyn Palazzolo. Edcamp Design for Learning Series: A New Bridge Between Research and Professional Learning. Digital Promise, February 2022. http://dx.doi.org/10.51388/20.500.12265/149.

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In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series.
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Mahat, Marian, and Wesley Imms. A Day in the Life of a Student: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124325.

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A Day in the Life of a Student workshop is a design thinking workshop developed by DLR Group (an integrated design firm) and adapted by the Innovative Learning Environment and Teacher Change project at the University of Melbourne, Australia. The activities involve educators mapping out how one student spends his/her day in school and building a model of the learning environment based on this one student. With an emphasis on the visual learning that comes from modelling experiences, this workshop helps participants develop student-improvement focused practices in innovative learning environments.
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Vincent-Lancrin, Stéphan. Skills for Life: Fostering Critical Thinking. Inter-American Development Bank, November 2021. http://dx.doi.org/10.18235/0003743.

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AUTHORVincent-Lancrin, StéphanDATEOct 2021DOWNLOAD:English (63 downloads)DOIhttp://dx.doi.org/10.18235/0003743Critical thinking has become key to the skill set that people should develop not only to have better prospects in the labor market, but also a better personal and civic life. This brief shows how policymakers and teachers can help students develop their critical thinking skills. First, this brief defines critical thinking skills. Then, the brief shows how the concept can be translated into teacher-friendly rubrics to support them to design or redesign better lessons but also to assess their students. Lastly, the brief highlights 10 concrete steps for policymakers, school principals, and teachers to better prepare students for the future with critical thinking skills and improve the quality of their education. While applied to the fostering and assessing of students critical thinking skills, those 10 steps can be generalized to the implementation of other forms of educational innovation, notably competency-based curricula.
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Berger, Marie. Organizational innovation in a professional school: a case study. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.778.

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Seybold, Patricia. Innovation in Education: School Children Improve their Families’ Livelihoods. Boston, MA: Patricia Seybold Group, November 2009. http://dx.doi.org/10.1571/bp11-25-09cc.

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Hopenhayn, Hugo, and Matthew Mitchell. Innovation Fertility and Patent Design. Cambridge, MA: National Bureau of Economic Research, April 1999. http://dx.doi.org/10.3386/w7070.

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Agha, Leila, Soomi Kim, and Danielle Li. Insurance Design and Pharmaceutical Innovation. Cambridge, MA: National Bureau of Economic Research, July 2020. http://dx.doi.org/10.3386/w27563.

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Wu, Su Kon. Innovation management planning: design of a maintenance concept innovation management system. University of Twente, March 2020. http://dx.doi.org/10.3990/1.9789464021462.

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