In 2012, we produced the "Decoding Learning" report for Nesta (http://www.nesta.org.uk/publications/decoding-learning). The process of writing this report involved combining innovations arising from within the research community in universities and companies with the innovations that teachers were applying in their classrooms. In writing the report, we considered over 1,000 research publications and 300 records of teacher innovation. From this pool of 1,300 innovations, 150 were selected for a further assessment by a panel of experts who ranked them according to their innovative qualities. In this talk, almost three years on from publication of the report, I explore how well these innovations have stood the test of time. The 'Decoding Learning' report categorized innovations into the following eight categories and I'll also explore the continuing relevance of these:
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Innovation requires an effective design process and in the second part of the talk, I'll discuss the type of process that might help to deliver future innovation. Our research for the 'Decoding Learning' report highlighted the significant disconnect between educational technology's key partners - industry, research, teachers and learners. Too often, researchers and practitioners operate in isolation from the technology developers whose products grace our schools and homes. This situation makes little sense, but how might it be different? What are the barriers to change and how might we overcome them?