The Life Cycle of Innovation

The life cycle of innovations follow a sequence of stages:
i)   Experiment: conception and early experimentation, typically by faculty in the faculties, labs and center but also in other academic and industrial settings. CEIT’ s engagement at this stage is to help identify educational possibilities and more sharply define the educational need.
ii)    Incubate: implementation as pilot “ Discovery” projects by CEIT to ascertain the learning potential of particular innovations. CEIT’s role is most prominent in this phase as a facilitator of incubation activity to understand the educational value and impact.
iii)    Transition: the articulation of a transition process for those that demonstrate learning value with a view toward sustainability,
iv)    Service: ultimate delivery as a new service with the engagement of organizational units that can reliably deliver and maintain the new innovation for the long term.
CEIT is concentrating primarily on the first two quadrants, I & II, Experimentation and Incubation. CEIT will work closely with other key organizations or units to help identify transitioning successful pilot implementation more widely throughout the curriculum including TEDI, ITS, Libraries, and other appropriate groups, whose domains overlap but typically focus on quadrants III and IV.

About longpd

I'm a senior scholar at Georgetown University, in CNDLS, a technologist and lapsed evolutionary biologist with an incandescent passion for new modes of seeing and learning.
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4 Responses to The Life Cycle of Innovation

  1. Roly Sussex says:

    I’d like to add a phase before experiment: the brainstorming phase, or epiphanous moment, or insight. Can one, on the basis of existing EIT, conceive of ways where clever folk can in a non-random way (by cross-disciplinary talk, or metaphor, or whatever to make links between the old and something new) produce viable ideas for pre-experimental evaluation?

    • longpd says:

      Suggestions in response to Roly’s inclusion of epiphanous inter or cross-disciplinary insights? It is true I think that the point of greatest creativity and insight happens at the ‘margins’ of established ‘categories’ be they disciplines or projects or whatever.

      — pdl —

  2. Helen says:

    Like jamming musicians; each bringing something to the music, feeling each other out, finding unexpected correspondences and sometimes annoyances but the music progresses nonetheless. Sometimes good, sometimes indifferent, but sometimes great. Mmm … how to do that.

  3. Roly Sussex says:

    This is rather abstract, but from Phil’s comment we can extract the idea that one of the goals should be to look for disciplinary boundaries relevant to EIT and put pressure on them to see if we can provoke an original and promising sequel.

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