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As our cohort moves into the second unit of the course, we are confronted with the critical question of “is all change necessarily innovative”? In one of our collaborate sessions, our professor, Deborah Carter, oriented us to the varying definitions of innovation. What resonated with me from this discussion is that innovation can take different forms, and it depends on the state of the organization and its culture. At my work, our team has implemented varying degrees of changes in our education deliveries, including the digital tools to enhance the learning experience of our learners. I view this as a continuum of renewal and innovation. The novelty in our education and training delivery is an innovation that compelled our team to enhance our knowledge and skills in meeting the needs of 21st-century learners. We also collaborated with subject matter experts and learners to enhance our education strategies, which I consider a renewal of our design practices.
Dron (2014) articulated the intertwined relationship of the technology evolution, social changes, and paradigm shift in pedagogical philosophies. All these factors have shaped the changes and innovations that have occurred in the education sphere. And though innovation is mostly associated with the technologies that are either emergent or novel, personal choices and intervention play a significant role in the development, adoption, and adaptation of these innovative technologies. The question I am posing to myself and my peers is, what is our role in this fast-paced and dynamic cycle of innovation that we constantly encounter in our domain?
Dron, J. (2014). Chapter 9: Innovation and Change: Changing how we Change. In Zawacki-Richter, O. & T. Anderson (Eds.), Online distance education: Towards a research agenda. Athabasca, AB: AU Press.