The three subjects up for discussion in H818 are inclusion, innovation and implementation. We are to concentrate on one of them. I have chosen implementation because I think it is the most important. Innovation can happen and inclusion can be a key priority but unless the ideas and tools created by the innovators, and the policies and systems developed by the inclusionists are implemented in some way then none of it makes any difference.
Part of the 'problem' of implementation is that some innovation, and some inclusive policy, is hard to work. It may be badly designed albeit based on a good idea. It may be well designed but not as good as an existing tool or system. It may be brilliantly designed but doesn't actually meet a need as perceived by the learners and practitioners.
I think the main problem with implementation is that it has to not only be good enough to ensure the effort which goes into making practical changes or ideological shifts worthwhile but that it has to seem good enough to those having to make the changes and shifts.
It is much easier to install hardware and software than to make a teacher of many decades change their habits, or a student who is already busy and under pressure adopt a new learning tool. It's a linguistic stretch but I would say that changing the coding (the software) in the people involved - aka their culture, habits, experiences - is the most important step in implementing any change of practice.
Implementation
The three subjects up for discussion in H818 are inclusion, innovation and implementation. We are to concentrate on one of them. I have chosen implementation because I think it is the most important. Innovation can happen and inclusion can be a key priority but unless the ideas and tools created by the innovators, and the policies and systems developed by the inclusionists are implemented in some way then none of it makes any difference.
Part of the 'problem' of implementation is that some innovation, and some inclusive policy, is hard to work. It may be badly designed albeit based on a good idea. It may be well designed but not as good as an existing tool or system. It may be brilliantly designed but doesn't actually meet a need as perceived by the learners and practitioners.
I think the main problem with implementation is that it has to not only be good enough to ensure the effort which goes into making practical changes or ideological shifts worthwhile but that it has to seem good enough to those having to make the changes and shifts.
It is much easier to install hardware and software than to make a teacher of many decades change their habits, or a student who is already busy and under pressure adopt a new learning tool. It's a linguistic stretch but I would say that changing the coding (the software) in the people involved - aka their culture, habits, experiences - is the most important step in implementing any change of practice.