Long-term Connections 2011-2012
Lauaxeta Ikastola, a cooperative educational centre with a long tradition in innovation.
Mikel Morlas, a multidisciplinary artist with specialised training in techno-pedagogical design and multimedia art.
The basic question is: “How to generate a will to innovate in teachers?” The answer could be approached from a perspective that is considered to be the most effective for change: type of service offered by the school, organisation of the projects and people involved in this change, teacher training and models of how to relate to the environment.
Berriztapen proiektua, motivating teachers for innovation.
One step beyond
After a thorough review of the education on offer in 1996, whose results can be summarised by the phrase “to innovate in management and to manage innovation”, Lauaxeta Ikastola embarked on a Conexiones improbables’ project that provided a new twist to the innovation it undertakes and aimed for a complete rethink, continuing with that the school does but making a qualitative and quantitative leap to distinguish itself from the other education options on offer. This is why the collaboration between the school and the artist began with a question: “How to generate a will to innovate in teachers?”.
A study (including surveys, interviews, sociograms, etc.) was carried out during the first stage of the project to map out the context using innovation parameters. An action plan was then defined using the results and conclusions of this study. Its overall objective was to create the best organisational conditions to help channel the teachers’ enormous potential for innovation (in the form of hidden innovation), thereby encouraging their professional development and evolution toward more appropriate roles for new training challenges, as well as the educational community recognising their efforts and motivation.
Three types of results were generated. First, a report on teaching innovation in Lauaxeta Ikastola. Second, an Organisational Ecosystem was designed to promote and recognise hidden innovation in the school, which resulted in an RDI call aimed at teachers that considered various training actions and co-designing proposal sessions, as well as their evaluation by the school’s co-op members, students and teachers. And third, 14 educational innovation projects aimed at improving learning spaces and experiences.