About

The Innovation Centre has been set up to grow organically and adapt to new advancements in technology and changing local needs. It is an area where educators can try out training resources and technology, and learners can gain new skills in an interesting and engaging environment. Art is not supplementary to Science but given equal importance.
It also provides an online resource pool of advice and guidance, and training material.
We are investing in the Young and Innovators of the future
The Innovation Centre is at the early stages of development.

The aim of the Innovation Centre is to provide support for learners in developing the skills essential for a rapidly changing world, especially around Industry 4. The areas of Industry 4 technological advancement are around Artificial Intelligence, Automation, Robotics, Internet of Things and the Gig Economy. The centre focuses on both simple and more advanced exercises that combines arts and science, particularly around Industry 4 skills. A core policy is for learners to practice Innovation skills. As Artificial Intelligence is seen to be improving exponentially in some areas (quite slowly in others) and tools and training materials are now available for novices, it is a key focus for the centre.

Requirement for Innovation

The need to adapt to Industry 4, take advantage of the opportunities and mitigate risks requires solid innovation skills. In addition to Innovation arising from “the big idea” or breakthroughs after long periods of research, we are looking at the more continuous innovations that businesses and individuals will need to implement. Our focus is on learning new advanced skills, and combining arts and sciences. Silos are one of the main inhibitors to innovation.

Silos exist across many domains such as: skills; hierarchy; business areas, business processes. For example Artificial Intelligence has numerous silos that develop independently to each other.

The more domains that one regularly combines, the easier it is to innovate.

Recognising silos helps in taking a wider perspective and not only learning from what others do but understanding what enables them to do it.

An example of Silos in Information Technology are the three main areas: Applications and Business Systems; Hardware and Software Management; Physical Computing (e.g. sensors, robotics). AI sits in each of these areas but different types of AI are employed. For beginners we will be doing integrated projects that use AI to create images. These images are used in Scratch Machine Learning, which in turn integrates with physical robots that may have their own machine learning sensors.

When designing the Innovation Centre we took the view that we need to look further than the UK and learn from other countries and cultures.

Innovation Centre Approach

Initial Idea

As with most seemingly simple ideas, the concept of the Innovation Centre originated from a number of questions that I had been considering for quite some time.

  • The aim of the Innovation Centre is to foster creativity and innovation. Rather than focusing on developing new products, the aim is to increase innovation skills.
  • The breadth of knowledge and range of skills can be greatly extended.
  • Learning times will reduce exponentially.
  • By using the latest technologies we can remove barriers to inclusion by providing targetted support.
  • A Science/Technology/Engineering/Art/Maths (STEAM) approach of combining art and science could prove useful.
  • A key objective is to consider today’s issues whilst preparing for the future.
  • The approach must to be seen to be effective.
  • AI changes everything by proving new opportunities.
  • The Innovation Centre is for everyone from children and novices, to industry leaders and technology experts.

Evolution

During the development of the centre the approach has evolved.

  • At the start, the approach was to combine art and science within a project. For example to create an image would use photography, fractal graphics, digital art, computer code and limited AI. In some cases 3D printing and robotics would be involved.
  • As AI developed over the past year, it was used more in projects. Stories and poetry were added and images used far more sophisticated AI, alongside the previous components.
  • Over time libraries of fractal graphics, artwork and computer code were created. These libraries enabled increasingly sophisticated projects to be undertaken.
  • The direction of a project could take many directions, however over time, the directions became more diverse.
  • AI was used to explore insights into areas of public concern and the use of AI itself.
  • The capabilities of AI to utilise expert practices and tools were investigated.
  • More complex projects started to incorporate more advanced techniques and expert practices.
  • The integration of art and science, along with advanced AI, evolved to become a tools that could be used when planning major business change or community change programmes.
  • The potential scope and scale of projects had grown substantially.
  • Combining art and science had become a vehicle for learning innovation skills, and a catalyst for new ideas. However, it was AI that produced the paradigm shift. It transformed an approach that was looking to develop long term benefits in increasing creativity and improving innovation skills, to an approach that provides immediate and substantial benefits. For example in the “Notebooks” under “AI” on our website there is a simple looking paper on A&E Brainstorming. However, I was actually using AI as a tool and going through the early processes that a team would use if asked to Assure the Programme e.g. have they got the necessary skills, are they doing the right things, in the right way, has the programme long term strategic value, does it align with wider NHS strategies. I found using AI quite a useful tool to help in early brainstorming areas for investigation.