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Four models are identified for organizations to pursue simultaneous core growth and transformative innovation leveraging open innovation principles: 1) corporate accelerators —engage with or create autonomous startups; 2) external startup platforms — engage with startups through established third parties, 3) consortia or alliances — leverage resources of peers and emergent players across the innovation ecosystem; and; 4) direct entrepreneurial approach -- work from within the organization to develop new units. We identify “innovation maturity” as the key factor to select which model is most appropriate for the organization. Additional considerations include the resources, processes and values of the organization, and the developmental status of the transformative technology. Model choice(s) are dynamic and can evolve over time as the innovation capacity of the organization matures and adapts to change.

Educators broadly agree that interest plays an important role in learning. In our work, we develop learning environments that align learner interest and important adult-defined learning objectives. Through this work we have come to recognise the complexity of the enterprise of this kind of learning environment design.1 At this stage, we have a relatively stable design model in the passion curriculum design approach.2 Missing, however, is a basis for analysing the interests and engagement of individual learners as they interact with a learning environment over time. This paper describes the theoretical and design frameworks we use, and recounts our most recent curriculum implementation, Multimedia Studio, and how it exposed this critical gap in the design model. We found that designing for learner interest is an even more complex undertaking than we originally understood. The lessons learned demonstrate the challenges of interest-centred approaches to curriculum design and can inform the work of other learning environment designers and researchers working in similar contexts.