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突破性創新

Innovation studies have traditionally conceived of two types of innovation to nurture revenues by effectively growing market share: Incremental innovation and breakthrough, disruptive or radical innovation.

Radical innovation refers to launching an entirely novel product or service rather than providing improved products & services along the same lines as currently. The uncertainty of breakthrough innovations means that seldom do companies achieve their breakthrough goals this way, but sometimes breakthrough innovation does work and the rewards can be tremendous. It involves larger leaps of understanding, perhaps demanding a new way of seeing the whole problem, probably taking a much larger risk than many people involved are happy about. There is often considerable uncertainty about future outcomes. There may be considerable opposition to the proposal and questions about the ethics, practicality or cost of the proposal may be raised. People may question if this is, or is not, an advancement of a technology or process. Radical innovation involves considerable change in basic technologies and methods, created by those working outside mainstream industry and outside existing paradigms.

共同學習： 角色分配

Assigning roles may also help to ease the imbalance of effort. The students who don’t contribute enough effort should first be encouraged by their groups. If this proves unsuccessful, the instructor should step in and mediate. It is absolutely unfair to punish a group for the ineffectiveness of one member. Students should do everything possible to remain a cooperative and cohesive unit, but if all attempts fail they should be allowed a chance to rebuild a new unit. It should also never be the responsibility of the strongest member of the team to carry the others. The instructor can not assume that all group conflicts should be resolved alone. Classroom modeling of effective group work and role-playing of conflict situations should be directed by the instructor.

共同學習的優勢： 培養合作精神

Intelligence is simply not enough in real world occupations. There are a limited number of university courses that solely instruct students on the etiquette of working cooperatively. It is necessary therefore, to teach these skills within the framework of all content areas. High achieving and shy students will also find that their grades may improve by being involved in a cooperative process.

Conflict is a natural by-product of cooperation. When students are asked to work together, it is with the intent that they will each provide a differing view and/or opinion. When differing opinions are joined together to create one product, conflict is sure to arise. Conflict can be a very healthy springboard to learning. When students dialogue and debate their opinions they might reinforce their ideas or dismiss them. The ability to listen and be flexible to new views is absolutely essential to the success of a group.

共同學習的優缺點

Cooperative learning, or student-centered instruction, is not a new concept. It has been utilized in

nearly all academic settings and grade levels for the past decade. This group approach to learning promotes improved academic achievement, better attendance, higher motivation, and an increased interest for the subject and classmates. Industry specialists have deemed the ability to work well with others one of the most important skills necessary for success. Research and studies have proven its effectiveness; however the process is not without its critics. Students often resist the responsibility for learning that is placed upon their shoulders. They may resent the active role that they are expected to take on. Personality conflicts within the group may also contribute to a general feeling of malcontent. It is the role of the instructor to initially guide the groups, and then monitor their progress in order to ensure maximum learning.

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