CIL promotes a conception of a science of innovation that is attentive to productive change processes. CIL views innovation as a mode of change whereby an organization (or an individual) elevates performance by adopting better practices and processes. Other modes of change are improvement (incremental closure of the gap between actual practice and a standard of practice) and transformation (significant repurposing of the organization or role).


When a state, district, or school seeks to promote a science of innovation, all three modes of change—innovation, improvement, and transformation-- come into play. Innovation does not arise, willy-nilly, but is fostered by an encouraging environment, incentives, and rigorous application of scientific methodology.


Learning innovations replace currently accepted standards of curricular and instructional practice with new practices demonstrated to be more effective or more efficient in the context in which they are applied. Curricular practice includes the selection, alignment, and organization of content, objectives, materials, tools, and resources. Instructional practice includes the skills, tactics, and strategies employed by teachers to plan, direct, and facilitate student learning in school and to prepare students for learning in all environments.


Innovation and Personalization. Because the implementation of personalized learning is rapidly accelerating, the field benefits from both an explication of current best practice in personalization and ways to develop and validate better practice through innovation.


The Center on Innovations in Learning is one of 7 National Content Centers funded by the United States Department of Education supporting the 15 Regional Comprehensive Centers (RCCs) and the states they serve.
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