Innovation and Entrepreneurship in an Educational Ecosystem (eBook)
XXVIII, 326 Seiten
Springer Singapore (Verlag)
978-981-329-445-5 (ISBN)
This book reports on 12 education innovation cases in Taiwan and focus particularly on an ecosystem to demonstrate innovation as a competitive advantage and requires an ecosystem to be sustainable in virtually all disciplines. It also covers the trend of education innovation in many countries, with "e;education entrepreneurship"e; being the frequently used description. The 12 educators highlighted here are even more entrepreneurial than many businesspeople. Generally, schools are required to follow certain rules, especially the public schools. Accordingly, the book also describes how these education entrepreneurs have innovatively created a fostering environment under challenging constraints to facilitate the success of students, teachers, and even the local community. Six of the cases involve school-based innovation, while the other six focus on student-based innovation. Their stories provide valuable insights for all companies seeking to become more innovative in a resource-constrained setting.
Foreword by Ying-Yao Cheng 5
Foreword by Lichia Saner-Yiu 7
Foreword by Hong Tat Ewe 10
Preface by Sehwa Wu 12
Preface by Carol Yeh-Yun Lin 15
Executive Summary 17
Contents 19
Acronym 25
Chapter 1: Introduction 27
1.1 Why Educational Innovation Matters 28
1.2 Current Issues of Global Education 29
1.3 Educational Reform in Various Countries 29
1.3.1 Trend1: Preparing Students for the Future 30
1.3.2 Trend2: School Improvement 30
1.3.3 Trend3: Equity and Equality in Education 30
1.4 Education in Finland 30
1.4.1 Educational Belief 31
1.4.2 Horizontal Competence 31
1.4.3 Peer Coaching 32
1.4.4 Cooperative Learning 32
1.4.5 Alternative Classroom Assessment 32
1.4.6 Multiple Intelligence 33
1.5 Education in the Netherlands 33
1.5.1 1993 Reform: Emphasis on Basic Life Education 33
1.5.2 1998 Reform: Emphasis on the Ability to Develop Independent Learning 34
1.5.3 2014 Reform for 2032: Emphasizing Students’ Ability to Pursue Knowledge Independently 34
1.6 Education in the U.S.A. 35
1.6.1 STEM Education 35
1.6.2 A New Educational Law 35
1.7 Education in Taiwan 36
1.7.1 Core Competencies 36
1.8 Non-State Actors 37
1.8.1 Ashoka Organization 37
1.8.1.1 Identify and Support the World’s Leading Social Entrepreneurs 37
1.8.1.2 Accelerate the “Everyone a Change Maker” World 37
1.8.1.3 Equip Everyone to be a Change Maker 37
1.8.2 AltSchool 38
1.8.2.1 AltSchool Helps Schools Become Learner-Centered 38
1.8.2.2 Reimaging Education Together 38
1.8.2.3 Start with Students Starting Now 38
1.8.3 UNICEF 39
1.8.4 DFC: Design for Change 39
1.8.4.1 Design for Change, Taiwan 39
1.8.5 Khan Academy 40
1.8.5.1 A Personalized Learning Resource for All Ages 40
1.8.5.2 Free Tools for Parents and Teachers 40
1.8.5.3 Participating in a Global Classroom 40
1.8.6 Google 40
1.8.6.1 Inspiring the Creative Problem Solvers of the Future at I/O Youth 41
1.8.6.2 Igniting Innovation and Learning 41
1.9 Challenges of Education in Taiwan 41
1.9.1 Low Birth Rate 41
1.9.2 Digitalization 42
1.9.3 Globalization 42
1.9.4 Urbanization 42
1.9.5 Paradigm Shift 43
1.10 Summary 43
1.10.1 Educational Innovation is Gaining Social Attention 44
1.10.2 Educational Entrepreneurial Spirit, the First Step of Future Education 44
References 45
Chapter 2: The Evolution of Educational Innovation Policies in Taiwan 47
2.1 Experimental Education: From Non-institutional Reform to Support Within the System 48
2.2 Educational Innovation: Creativity and Imagination 51
2.3 Action Year of Educational Innovation 54
2.4 Educational Innovation from the Peripheral: Flipping Education in Rural Areas 54
2.4.1 Experimental Education and Educational Innovation 56
2.4.2 Digital Integration, Virtual and Physical Learning Integration 57
2.4.3 Resource Matching and Social Connection 57
2.4.4 Turning the Concept of Being the First One Into the Only One 58
2.5 Technology-Integrated Teaching 59
2.5.1 Building a Fiber Infrastructure 59
2.5.2 MOOCs Online Courses 60
2.5.3 Community Building to Expand the Benefits of Innovation 60
2.5.4 Maker 60
2.6 Shaping the Milieu of Educational Innovation 62
2.6.1 Dream Hi Future Education Idea Exhibition 62
2.7 Conclusion 64
2.7.1 Pathfinding Taking on the System 64
2.7.2 Project Planning, Model Case 64
2.7.3 Forming Institutions, Setting Rules of Law 65
2.7.4 Activating Administration, Entering the Action Year of Education Innovation 65
2.8 Appendices 66
2.8.1 Appendix 1: Milestones of Educational Innovations in Taiwan 66
2.8.2 Appendix 2: Proportion of Various Types of Experimental Schools from 1992 to 2015 66
2.8.3 Appendix 3: Proportion of Various Experimental Education Groups from 1995 to 2015 67
References 67
Chapter 3: Educational Innovation, Educational Entrepreneurs and Ecosystem 68
3.1 Educational Innovation 68
3.2 Factors Influencing Educational Innovation 68
3.3 Educational Entrepreneurs 70
3.3.1 The Difference Between Educational Entrepreneurs and General Entrepreneurs 70
3.4 Ecosystem 72
3.5 Ecosystem of Educational Innovation (ECOEI) 73
3.5.1 Elements in the ECOEI 73
3.5.2 The Operation of ECOEI 75
3.5.2.1 Actor-centered 75
3.5.2.2 Activity-centered 76
References 77
Chapter 4: Educational Innovation for Schools 79
4.1 Tongmen Elementary School – Principal Mei-Chen Hsiao 79
4.1.1 Background of Tongmen Elementary School 80
4.1.2 Key Person – Principal Mei-Chen Hsiao 80
4.1.3 Educational Innovation 82
4.1.4 Building a Tribal Culture Campus 82
4.1.4.1 General Campus 83
4.1.4.2 Awarding Winning Restroom 84
4.1.4.3 A Playground Platform 85
4.1.5 Educational Innovation Practices 86
4.1.5.1 Rationale for Double-Core Programs 87
4.1.5.2 The School-Based Curriculum 88
4.1.5.3 Maker Classroom 88
4.1.5.4 Village School Programs 89
4.1.5.5 Summer Programs 89
Face-Mountain Education & Root-Seeking
Summer Music Program 90
4.1.5.6 Environmental Education 91
4.1.5.7 Financial Support 91
4.1.6 Social Impact 92
4.1.6.1 Students 92
4.1.6.2 Teachers/Staff 92
4.1.6.3 Parents 93
4.1.6.4 The School 93
4.1.6.5 Community 94
4.1.7 Eco-System of Educational Innovation (ECOEI) 94
4.1.8 Case Conclusion 96
4.2 Huanan Experimental Elementary School – Principal Chin-Chun Chen 98
4.2.1 The Legendary Educator Papa Principal Ching-Chun Chen 99
4.2.2 Educational Innovation 101
4.2.2.1 For Students 101
Curriculum Innovation 101
Spring: Discover your Village 101
Summer: Free-Style Travel 102
Autumn: Mountain Climbing 102
Winter: Learning through Biking 103
Environmental Education 103
Integrating Courses to Community Needs 104
Coffee Course 104
Huashan Educational Farm 104
Revitalizing the Local Industry 105
Passing down a Traditional Craft 105
Festivals Expressing Gratitude to the Earth 105
4.2.2.2 For the Community 106
Fundraising 106
Clinic at School 106
River Rafting for Tourists 107
4.2.3 Social Impact 108
4.2.3.1 Students 108
4.2.3.2 Teachers 108
4.2.3.3 School 109
4.2.3.4 Parents and Community 109
4.2.3.5 Environment 110
4.2.3.6 Taiwan Government 110
4.2.4 Eco-System of Educational Innovation (ECOEI) 111
4.2.5 Case Conclusion 113
4.3 Ruro Innovation Project – Director Jyi-Shane Liu 116
4.3.1 Background 116
4.3.2 Educational Innovation 117
4.3.2.1 Sample Post of a Rural School 119
4.3.2.2 Stories 119
4.3.3 The Platform Provider– CCIS at NCCU 120
4.3.4 Partnering Volunteers 121
4.3.4.1 Overseas Volunteers 121
4.3.4.2 Young Volunteers 122
4.3.4.3 Associations 122
4.3.4.4 Corporate Foundation 122
4.3.5 Social Impact 123
4.3.5.1 Students 123
4.3.5.2 Regular Teachers 124
4.3.5.3 Schools 124
4.3.5.4 Volunteers 125
4.3.5.5 Parents and Community 125
4.3.5.6 Government 126
4.3.5.7 Corporate Donors 126
4.3.6 Ruro’s Sustainability 126
4.3.7 Eco-System of Educational Innovation (ECOEI) 127
4.3.7.1 Case Conclusion 129
4.4 Taiwan Plurkers Education and Technology (TPET) 132
4.4.1 Background of TPET 133
4.4.2 The Key Person – Principal Hsu-Liang Hung 134
4.4.3 Educational Innovation 135
4.4.3.1 The Rationale for Establishing TPET 136
4.4.3.2 Innovative Sharing 137
4.4.3.3 Innovative Conference 138
4.4.3.4 Applications of Digital Technology 140
4.4.4 Social Impact 141
4.4.4.1 Teachers 141
TPET Management Team 141
Member Teachers 142
4.4.4.2 Students 143
4.4.4.3 Local Nantou County and Local Government 143
4.4.5 Eco-System of Educational Innovation (ECOEI) 144
4.4.6 Case Conclusion 146
4.5 Ci-Xin Waldorf School – Founder Ms. Chun-Shu Chang 149
4.5.1 The Godmother of Waldorf School in Taiwan - Ms. Chun-Shu Chang 150
4.5.2 The Core Values of Waldorf Education 151
4.5.3 Educational Innovation 152
4.5.3.1 Curriculum Design Based on Human Developmental Stages 153
Kindergarten and High School Education as Examples 154
Art as a Way of Education 156
Natural World Experience 156
4.5.3.2 Creating a Family Environment 157
4.5.3.3 Other Activities 157
4.5.4 Building a Privately Managed Public Charter School 158
4.5.5 Social Impact 159
4.5.5.1 Students 159
4.5.5.2 Teachers 159
4.5.5.3 Ci-Xin Waldorf School 160
4.5.5.4 Parents 160
4.5.5.5 Community 161
4.5.5.6 Yi-Lan County Government 161
4.5.6 Eco-System of Educational Innovation (ECOEI) 161
4.5.7 Case Conclusion 164
4.6 Tao-Xi Special Education Center – Founder Freddy Chu 168
4.6.1 Background 168
4.6.2 The Key Person – Big Brother Founder Mr. Freddy Chu 169
4.6.3 Educational Innovation 171
4.6.3.1 Motivation for Setting up Tao-Xi 171
4.6.3.2 Distinctive Views on Kids with Special Needs 171
4.6.3.3 Innovative Teaching Methods 172
Personalized Program with Frequent Companionship 172
Real-Life Learning 172
Teaching Students According to their Aptitude 175
4.6.4 Social Impact 176
4.6.4.1 Students 176
4.6.4.2 Parents 177
Overprotective Parents 177
Over-Controlling Parents 178
Parents Who Easily Change their Mind 178
4.6.4.3 Teachers 178
4.6.4.4 Schools 179
4.6.4.5 Government 180
4.6.5 Eco-System of Educational Innovation (ECOEI) 180
4.6.6 Case Conclusion 184
References 184
Chapter 5: Educational Innovation for Students 186
5.1 Shung-Wen Middle School – Teacher Cheng-Chung Wang 186
5.1.1 School Background 187
5.1.2 Legendary Educator – Teacher Cheng-Chung Wang (Mountain Uncle) 187
5.1.3 Educational Innovation 189
5.1.3.1 Learning Passports 189
5.1.3.2 Collective Achievement 191
5.1.3.3 Initiating Small Changes to Make a Large Difference 191
5.1.3.4 Successful Experience Transfer 192
5.1.3.5 The Path to Success 192
5.1.3.6 Creating the MAPS Learning System 193
5.1.3.7 Shortening the English Learning Gap 194
5.1.3.8 Alumni as Volunteers 194
5.1.3.9 Open Classroom and Material Sharing 195
5.1.3.10 Building Communities of Teachers 195
5.1.4 Social Impact 196
5.1.4.1 Students 196
5.1.4.2 Teachers 197
5.1.4.3 Parents 197
5.1.4.4 Shung-Wen School 198
5.1.4.5 Community 198
5.1.4.6 Nantou County 199
5.1.5 Eco-System of Educational Innovation (ECOEI) 199
5.1.6 Case Conclusion 201
5.2 Tainan University Affiliated Elementary School – Teacher Mei-Yu Wen 204
5.2.1 School Background – National Tainan University Experimental Primary School 205
5.2.2 Key Person – Teacher Mei-Yu Wen 205
5.2.3 Educational Innovation 207
5.2.3.1 Innovative Teaching Methods 207
Teaching Strategy 208
5.2.3.2 Tool Kits 208
5.2.3.3 Reading Worksheet 209
5.2.3.4 Writing Worksheet 209
5.2.3.5 Six-Star Discussion Worksheet 211
5.2.3.6 Other Teaching Innovations 212
5.2.3.7 Classroom Management 213
5.2.4 Sharing Through Community 214
5.2.4.1 Teacher Wen’s Lesson Preparation Party 214
5.2.4.2 Book Publications 215
5.2.5 Social Impact 216
5.2.5.1 Students 216
5.2.5.2 Teachers 217
5.2.5.3 Parents 218
5.2.5.4 Other Societies 218
5.2.6 Eco-System of Educational Innovation (ECOEI) 219
5.2.7 Case Conclusion 222
5.3 Shiquan Elementary School – Math Magician Chin-Yi Hung 223
5.3.1 School Background 223
5.3.2 The Key Person – Math Magician Chin-Yi Hung 224
5.3.3 Educational Innovation 226
5.3.3.1 Rationale for the Educational Innovation 226
5.3.3.2 Star Teaching Method 227
5.3.4 Math Teacher Community 233
5.3.5 Social Impact 233
5.3.5.1 Students 233
5.3.5.2 Teachers 234
5.3.5.3 Parents 235
5.3.6 Eco-System of Educational Innovation (ECOEI) 236
5.3.7 Case Conclusion 239
5.4 Zhong-Shan Girls High School – Teacher Hui-Cheng Chang 240
5.4.1 Taipei Municipal Zhong Shan Girls High School 240
5.4.2 The Key Person – Hui Cheng Chang 241
5.4.3 Educational Innovation 242
5.4.3.1 Learning Pyramid 243
5.4.3.2 Open Classroom 244
5.4.3.3 Students – Main Players in the Classroom 245
5.4.3.4 Developing Students’ Self-Learning Ability 245
5.4.3.5 LTEP or Sharestart 246
5.4.4 Sharestart Community 248
5.4.5 Social Impact 248
5.4.5.1 Students 249
5.4.5.2 Teachers 249
5.4.5.3 Parents 251
5.4.5.4 Schools 251
5.4.5.5 Government 251
5.4.6 Eco-System of Educational Innovation (ECOEI) 252
5.4.7 Case Conclusion 256
5.5 Chung Shan Industrial and Commercial School – Champion Maker Teacher Yang 257
5.5.1 School Background 258
5.5.2 The Key Person – Champion Maker Zhen Ze Yang 258
5.5.3 Educational Innovation 260
5.5.3.1 Educational Philosophy 260
Teaching Principles 260
Principles for Selecting Students 261
Project Selection Principles 261
Generous Sharing 263
5.5.3.2 Maker Spirit 264
5.5.3.3 Real Projects 264
5.5.3.4 Collaboration with Industry 265
5.5.3.5 Competing in the National and International Arena 266
5.5.4 Social Impact 266
5.5.4.1 Students 267
A Major Accomplishment Can Emerge from a Small Idea 267
Real- Life Experience 267
Team Spirit 268
From Making to Marketing 268
Developing a Good Mindset 269
Building Confidence 269
5.5.4.2 Parents 270
5.5.4.3 Teachers 270
5.5.4.4 School 270
5.5.4.5 Partners 271
5.5.5 Eco-System of Educational Innovation (ECOEI) 271
5.5.6 Case Conclusion 275
5.6 Junyi Academy – Founder Shin-Jou Fang & CEO Ray Lu
5.6.1 Junyi Academy 276
5.6.2 Two Key Persons – Founder Mr. Shin-Jou Fang and CEO Guanwei (Ray) Lu 276
5.6.3 Educational Innovation 278
5.6.3.1 Khan Academy 279
5.6.3.2 Traditional Education vs Technology-Integrated Education 279
5.6.3.3 Innovations of Junyi Academy 280
Vision and Drive 281
Technological Innovation 281
NPO Supports NPO 281
Prioritizing Taiwan with Partners 282
Knowledge Leverage in Staffing 283
Software Engineering Team 283
Content Creation Team 284
Sales and Marketing Team 284
Operations Team 284
5.6.3.4 Performance of Junyi Academy 284
5.6.4 Social Impact 285
5.6.4.1 Students 285
5.6.4.2 Teachers 285
5.6.4.3 Parents 286
5.6.4.4 Government/School 287
5.6.5 Eco-System of Educational Innovation (ECOEI) 287
5.6.6 Case Conclusion 291
Appendix 1 Examples of Seven Major Components of Star Teaching Method 292
References 293
Chapter 6: Educational Entrepreneurs 295
6.1 Unique Characteristics of Educational Entrepreneurs 295
6.1.1 Belief: Humanism, Practical Creation, Common Good 296
6.1.1.1 Humanism 296
Student-centered 296
Everyone is good at something 297
Respect individual differences 297
6.1.1.2 Practical Creation 298
Peripheral Innovation 298
Resources at Hand 298
Active Implementation 299
6.1.1.3 Common Good 299
Mutual Enjoyment 300
Community 300
Co-creation 300
6.1.2 Examples of Belief 301
6.1.3 Vision: Insight, Introspection, Persistence 304
6.1.3.1 Insight 304
Macro-thinking 304
Opportunity Identification 304
Sense Making 305
6.1.3.2 Introspection 305
Confronting the Problem 305
Reflection 306
Epiphany 306
6.1.3.3 Persistence 306
Beginning With the End in Mind 306
Effective Execution 307
Fearless 307
6.1.4 Examples of Vision 307
6.1.5 Capability: Creativity, Innovation, Entrepreneurship 310
6.1.5.1 Creativity 310
Creative Thinking 311
Constant Renewal 311
6.1.5.2 Innovation 311
Familiar Novelty 311
Universal Usefulness 312
6.1.5.3 Entrepreneurship 312
Financial Independence 312
Legitimacy 312
Business Model 313
6.1.6 Examples of Capability 313
6.2 Conclusions 316
References 330
Chapter 7: Insights and Implications 331
7.1 General Insights 332
7.2 Educational Innovation Ecosystem (ECOEI) 335
7.2.1 Educational Entrepreneur 336
7.2.2 Students 336
7.2.3 Other Teachers 337
7.2.4 Parents 337
7.2.5 Experts 338
7.2.6 Community 338
7.3 Social Educational Innovation Ecosystem (SOECOEI) 338
7.3.1 Administration 339
7.3.2 Legislation 339
7.3.3 Media 340
7.4 Implications for General Entrepreneurs and Private Organizations 340
7.4.1 Humanistic Innovation Is the Soul of Future Innovation 341
7.4.2 Sustainable Innovation Helps Solve Social Problems 341
7.4.3 Resource Constraint Is Not an Excuse for No Innovation 342
7.4.4 Creating Something from Nothing Is Real Innovation 342
7.4.5 Sustainable Innovation Requires a Sound Eco-System 343
7.5 Conclusion 343
References 344
Author Index 345
Subject Index 347
| Erscheint lt. Verlag | 1.1.2020 |
|---|---|
| Zusatzinfo | XXVIII, 326 p. 75 illus., 57 illus. in color. |
| Sprache | englisch |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Wirtschaft ► Betriebswirtschaft / Management | |
| Schlagworte | Business lessons from cases of education innovation • Education entrepreneurship award winners in Taiwan • Education innovation ecosystem • Learning and Instruction • Resource constraints and innovation • Stakeholders co-creating innovation |
| ISBN-10 | 981-329-445-0 / 9813294450 |
| ISBN-13 | 978-981-329-445-5 / 9789813294455 |
| Haben Sie eine Frage zum Produkt? |
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