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1. Theories of Innovation -- 2. National Systems -- 3. History of Educational Innovation -- 4. Disruptive Innovation Theory -- 5. Theories of Educational Change -- 6. Open Innovation in Education -- 7. Social Innovation in Education -- 8. Collective Intelligence -- 9. Brain Research & Neural Networks -- 10. Digital Learning -- 11. New Teaching Technologies - MOOCs -- 12. Future of Automation - Artificial Intelligence & Deep Learning

This article presents a model for the evaluation of educational innovation in a context of transformation. The model incorporates formative, summative and illuminative evaluation goals and emphasizes the need to locate the innovation which is being evaluated within the context and policy framework of its operation. The evaluation framework provided by the model takes into account the full range of variables impacting on innovative educational practice and subjects the innovation, along with its transforming educational context, to the scrutiny of evaluation. The article thus presents a 10-stage generalized evaluation model which can be used as a framework for the evaluation of any type of educational innovation. Each stage in this 10-stage evaluation process is expanded on, discussed in detail in the article and illustrated with examples from the evaluation of an innovative intervention at a tertiary institution in South Africa.

The efficacy of and ethical justification for applying positivist research principles to the evaluation of social processes such as education are being increasingly challenged. Recent work in educational evaluation has tried to meet this challenge by moving the focus towards understanding the impact of projects and innovations on their recipients and by encouraging self-evaluation. However the dominant form of educational evaluation still involves judgements made through the eyes of the external evaluator and the connotation persists of evaluation as the external monitoring of professional practice. This article suggests that in the case of educational programmes, initiatives and innovations the focus of judgement should move from the evaluators to the practitioners and the former should find a new role in supporting the professional development of the latter.

This article is a reflection on the current context of demobilisation in which education professionals accept a very low level of participation in educational decision making. Consideration is given to research into practice, participatory action research, as a way to build critical knowledge about schools and therefore as the form and content of advice, training and support for teachers. The article is based on the analysis of the epistemological and academic conditions that prevent greater development of action research, and defends the idea that knowledge must be a tool of emancipation, not submission. It analyses conditions related to the curriculum, teacher training and professional culture as well as the political, administrative and trade-union conditions that have made it more difficult for action research to take hold in the professional practices of teachers and educational consultants within our educational system. It considers the need to re-examine that situation and redirect the profession towards reconstructing avenues leading to the emancipation of teachers.

Cooperative Learning in Context: An Educational Innovation in Everyday Classrooms. Evelyn Jacob. Albany: State University of New York Press, 1999. 223 pp.