We're in the middle of a transition of era. The previous 3rd transition was that of theindustrial revolution, now we are in the middle of the 4th transition. By the Coronavirus we are forced, to stand still, to reflect. By standing still, two things can happen: you panic, you become paralyzed and become reactive, or you think about the future, dare to move in the dark without knowing the way, and proactively looking for other possibilities.Brake or gas?In the #thuisonderwijs I see a proactive attitude, school teams join forces and massively ensure that education can continue at home. Within a few hours, complete home packages were ready. Many of the Internet servers and programs are asked, and parents. They get overloaded. People are also overloaded by the overkill of information and supply and speed with which things need to be organised. Some school teams do not let themselves go crazy, they take the time to think things over and wait to give (t) homework.
Brake or gas?Social and Digital Innovation = Braking and Gas1. Investigating problem: Braking.
In innovation, you first investigate the problem. That doesn't have to take weeks, you can be in a day or two. What is the problem under the problem?
The problem on the surface is that students do not receive an education offer for three weeks according to the previously made schedule.
A planning and offering that has no flexibility and assumes that all pupils cannot do without this offer. But is it? Which students could do without this offer and who could not? How do students learn at home? What does that ask of parents? What can we expect from parents of our school? What do they need? What do the different students need? What can happen if students are not taught for 3 weeks? What risks do you run as a teacher, school or student?
Has the problem been investigated in more detail for consequences for different pupils and families?

2 Define Problem = Release Brake
After the research, you will define the problem for your school in your context.
How do we shape our education together in the coming weeks, in terms of quality, didactics and continuous learning line? How can we change the planning and supply so that all learning objectives are covered and how can we involve parents? What can we do online and offline, and what can parents do without taking over the role of the teacher?

3. Sharing ideas = A bit of gas

Together with colleagues, a number of parents and a number of students think about what could work best for everyone by giving answers to the questions in point 2. First, throw as many ideas as possible and then make choices on feasibility, purposefulness and practicality. What digital innovations can we use?

4. Getting Started = Gas! Turn all useful ideas into actions. Spread tasks, make sure that you let people from your team do as many things as possible they do best. Socially innovating. Trying out new things, testing online environments with students. Parents ask whether it is clear what is expected of them. Making choices in the offer of providers, what suits my school and my team with my students? And do it! Making mistakes, celebrating successes and continuing to learn.

5. Evaluators = Gas back
After the start, monitor whether the defined problem is solved. Ask feedback from parents and pupils but also from colleagues, school leaders and boards. Learning from mistakes, adjusting the choices made. Think of new things. Sharing knowledge and communicating! And gas again!

6. Communicate and implement = continue to accelerate to keep moving forward.

You might want to keep your choices after April 6th. Share and implement your success.

Keep on accelerating, then you keep going, brake if a bump or bend needs to be taken!