Providing Education Platform to all

1. INNOVATIONS IN SOCIAL
EDUCATION
By A.Arputha Selvaraj
( APMP-IIM Calcutta )

2. The problem & Need
• Social innovation per se, trying to be too
innovative
• Asynchronous learning, MOOC format
• SI itself being the ‘subject matter’ so the SI
problems have unique subject matters
• Creating an open framework to recognise
capability (pre-existing and developed)
• ‘Learning for’ rather than ‘learning about’
• Recursive learning??

3. Context
• AshokaU Changemaker designation, first in
the UK
• Desire to allow all students to access social
innovation expertise
• Employability outcomes of problem solving
and decision-making
• Blackboard based MOOC
• Changemaker Certificate, co-curricula

4. Capability/Capacity
• Amartya Sen and Martha Nussbaum
– we cannot simply evaluate resources and inputs
(such as teachers, or years of schooling) and that
we must look at whether learners are able to
convert resources into capabilities, and thereafter
potentially into functionings
• Asset Based Community Development
– What skills and assets the community/student
already brings to the table

5. Treat students equally or justly?

6. Unsatisfactory learning outcomes
Subject - specific Skills
• Each student will be studying a different
subject, so will be expected to formulate subject
specific skills outcomes as part of their studies

7. Multi-level outcomes
Level 4 Level 5 Level 6
Describe processes of creative
thinking and innovation, identify
resources and skills to be
secured, and decide on a
course of action in collaboration
with other people
Evaluate the importance of the
social problems identified and
diagnose the underlying
structures contributing to that
problem and justify the
effectiveness of the proposed
venture
Formulate clear and
authoritative research into
social problems, identify &
critically evaluate a range of
potential interventions and
ventures and select one or more
for implementation
Level 4 Level 5 Level 6
Set own targets and objectives
Think critically and challenge
and plan how to achieve them
received opinion.
to meet task deadlines
Develop and apply own
Adapt learning strategies to
judgment criteria
overcome difficulties and
produce the quality of work
required
Organize and present clear
evidence of achievements
Seek out, reflect on and respond
to feedback from a variety of
sources

8. Generic evaluation criteria
• The Structure of Observed Learning Outcome (SOLO) taxonomy is a model
that describes levels of increasing complexity in student's understanding
of subjects
• Pre-structural - The task is not attacked appropriately; the student hasn’t
really understood the point and uses too simple a way of going about it.
• Uni-structural - The student's response only focuses on one relevant
aspect.
• Multi-structural - The student's response focuses on several relevant
aspects but they are treated independently and additively. Assessment of
this level is primarily quantitative.
• Relational - The different aspects have become integrated into a
coherent whole. This level is what is normally meant by an adequate
understanding of some topic.
• Extended abstract - The previous integrated whole may be
conceptualised at a higher level of abstraction and generalised to a new
topic or area.

10. UK Top Ten Skills
VERBAL
COMMUNICATION
1 Able to express your ideas clearly and confidently in speech
TEAMWORK 2 Work confidently within a group
COMMERCIAL
AWARENESS
3 Understand the commercial realities affecting the
organisation.
ANALYSING &
INVESTIGATING
4 Gather information systematically to establish facts &
principles. Problem solving.
INITIATIVE/SELF
MOTIVATION
5 Able to act on initiative, identify opportunities & proactive in
putting forward ideas & solutions
DRIVE 6 Determination to get things done. Make things happen &
constantly looking for better ways of doing things.
WRITTEN
COMMUNICATION
7 Able to express yourself clearly in writing
PLANNING &
ORGANISING
8 Able to plan activities & carry them through effectively
FLEXIBILITY 9 Adapt successfully to changing situations & environments
TIME MANAGEMENT 10 Manage time effectively, prioritising tasks and able to work to
deadlines.
http://www.kent.ac.uk/careers/sk/top-ten-skills.htm

11. (modified) QAA Enterprise &
Entrepreneurship Guide LOs
• take creative and innovative approaches that are evidenced
through multiple solutions and reflective processes (creativity and
innovation)
• persuade others through informed opinion and negotiate support
for ideas (persuasion and negotiation)
• manage a range of social problems and situations appropriately, for
example by proposing alternatives or taking a holistic approach
(approach to management)
• evaluate issues and make decisions in situations of ambiguity,
uncertainty and risk (decision making)
• use networking skills effectively, for example to build or validate
ideas or to build support for ideas with potential colleagues or
stakeholders (networking and social capital)
• recognise and respond to patterns and opportunities in complex
situations and environments (opportunity recognition)
http://www.qaa.ac.uk/en/Publications/Documents/enterprise-entrepreneurship-guidance.pdf

13. 21st Century Skills Rubric
Learning & Innovation
Creativity and Innovation
Work Creatively with Others
4
Exceeds Standard
3
Meet Standard
2
Approaching Standard
VALUE Initiative, AAC&U
1
Not at Standard
1. Use a wide range of idea
creation techniques
(brainstorming etc…)
Engages in multiple idea
creation techniques and fully
participates by offering
insightful questions and
listening well to others in the
group.
Engages in idea creation
techniques and participates
by offering ideas
Did not offer ideas during the idea
creation, but listened actively to other
group members
Did not actively participate
in idea creation
1. Creates new and
worthwhile ideas using
both incremental and
radical concepts
Consistently develops new
and valuable ideas using
both existing and new
knowledge, as well as
existing and new resources
Develops new and valuable
ideas using both existing and
new knowledge, as well as
existing and new resources
Develops new and valuable ideas
using existing knowledge and
resources
Does not attempt to develop
new and valuable ideas
1. Elaborates, refines,
analyzes and evaluates
their own ideas in order to
improve and maximize
creative efforts
Extensive reflection of own
ideas and incorporates
changes in creative efforts
demonstrating an
understanding of the value of
analysis and implementation
of change
Reflects on own ideas and
incorporates changes in
creative efforts to improve the
value of their work
Reflects on own ideas and attempts
to incorporate changes in creative
efforts to improve the value of their
work
Attempts to reflect on own
ideas

14. Modified AshokaU/21st Century
Capabilities
Assessment Criterion Exceeds Standard / Gold Meets Standard / Silver
Approaching Standard /
Bronze
Not at Standard
Relevant to:
Developing and effectively
utilising diverse personal and
social capital to reach viable
solutions,
Actively using experiences and
knowledge from different
social groups, beneficiaries
and stakeholders to create
new ideas and increase
innovation, creating a
workable solution.
Mostly using existing social
networks, knowledge and
experiences to help create
new ideas and foster
innovation. Some input from
beneficiaries and
stakeholders. Solution is
viable with some additional
development.
Ideas and innovation arising
primarily out of existing
knowledge and experiences.
Limited access to wider
knowledge base. A potential
solution has been proposed.
Relying entirely on personal
experience to inform
understanding of problem.
Solution (if offered) may not
be viable or workable.
Social Venture Canvas

15. Draft Assessment Criteria
• Developing and effectively utilising diverse personal and social capital to reach
viable solutions,
• Effectively interpret information and draw conclusions based on the best analysis
• Analyse how parts of a whole interact with each other to produce overall
outcomes in complex systems
• Using ambiguity to foster creativity
• View failure as an opportunity to learn; understand that creativity and innovation
is a long-term, cyclical process of small successes and frequent mistakes
• Ability to effectively communicate the features of the social problem being
addressed and the potential viability of your proposed solution.
• Reflect critically on learning experiences (past or current) in order to inform future
progress
• Assume shared responsibility for assessing and valuing individual contributions
made by peers.

16. Assessment Criterion Exceeds Standard / Gold Meets Standard / Silver Approaching Standard / Bronze Not at Standard
Relevant to:
Developing and effectively utilising diverse
personal and social capital to reach
viable solutions,
Actively using experiences and
knowledge from different social
groups, beneficiaries and
stakeholders to create new ideas and
increase innovation, creating a
workable solution.
Mostly using existing social networks,
knowledge and experiences to help
create new ideas and foster
innovation. Some input from
beneficiaries and stakeholders.
Solution is viable with some
additional development.
Ideas and innovation arising primarily
out of existing knowledge and
experiences. Limited access to wider
knowledge base. A potential solution
has been proposed.
Relying entirely on personal
experience to inform understanding of
problem. Solution (if offered) may not
be viable or workable.
Social Venture Canvas
Effectively interpret information and draw
conclusions based on the best analysis
Is able to look at complex information
and successfully draw and justify
conclusions and apply to situation
Is able to look at information and
successfully draw conclusions
Looks at information and sometimes
is able to draw conclusions
Looks at information, and rarely is
able to draw a conclusion
Social Venture Canvas
Analyze how parts of a whole interact with
each other to produce overall outcomes
in complex systems
Recognizes and is able to manipulate
parts of a system to come together to
accomplish something
Recognizes how the parts of a system
work together to accomplish
something
Identifies parts of a system but cannot
explain how they work together
Is only able to identify the parts as
one, rather than each part individually
Social Venture Canvas
Using ambiguity to foster creativity
Actively uses ambiguity and risk as
opportunities for creative thinking and
solution development
Risk and ambiguity are tolerated in a
creative environment to develop
solutions
Risk and ambiguity are minimized in
order to achieve a solution
Ambiguity and risk have adverse
effects on creativity and solution
development
Social Venture Canvas
View failure as an opportunity to learn;
understand that creativity and innovation
is a long-term, cyclical process of small
successes and frequent mistakes
Embraces the idea that
attempting/experimenting is an
important part of the path of success
and approaches opportunities with an
understanding that many failed
attempts are likely
Understands the importance of
attempting/experimenting is an
important part of the path to success,
including failed attempts
Understands the importance of
attempting/experimenting is an
important part of the path to success,
but does not understand this includes
failed attempts as well
Does not understand how failed
attempts are part of the innovation
process that leads to success
Social Venture Canvas
Ability to effectively communicate the
features of the social problem being
addressed and the potential viability of
your proposed solution.
Features of the social problem clearly
articulated in the appropriate social
context and reasons for the potential
solution justified
Social problem is identified and
situated within context. Solution
partially addresses the root causes.
Symptoms of the social problem
identified with insufficient attention
paid to the wider context and solution
therefore only partially addresses the
need.
Some attempt to either identify the
problem or a social context but not
both. Neither the problem or the
solution are clearly identified or
proposed.
Social Venture Canvas
Reflect critically on learning experiences
(past or current) in order to inform future
progress
Reflects critically on learning
experiences in order to inform future
progress in a variety of conditions
Reflect critically on learning
experiences in order to inform future
progress
Attempts to reflect critically on
learning experiences in order to
inform future progress
Attempts to reflect critically on
learning experiences, but not in order
to inform future progress
External peer assessment
Assume shared responsibility for
assessing and valuing individual
contributions made by peers.
Pro-actively eliciting feedback and
providing constructive critique and
feedforward to peers. Excellent use
made of external networks, including
beneficiaries and stakeholders.
Elicits some feedback and provides
an element of constructive critique
and feedforward to peers. Starting to
make use of external networks and
extensive use of internal network
(peers and colleagues).
Passive use of feedback and limited
critique of peer submissions.
Feedback limited to use of internal
network.
No feedback provided to other
participants and no attempt to
incorporate peer critique into own
work.
External Peer Assessment

17. Thank You
Contact details : arputhaselvaraj@gmail.com