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This paper aims to propose an innovative method for deploying a personalized instructor-created software-aided assessment system, that will disrupt traditional learning environments by allowing students to confidentially and with indirect supervision from the instructor, assess their knowledge and ability to achieve the course outcomes.

Through empirical evaluation in real-world educational settings, the authors examine the impact of augmenting human activity in the classroom with an innovative software platform to transform the learning process.

Findings indicate that this software-aided assessment system effectively augments human interactivity by providing timely instructor-designed feedback to increase knowledge retention and skillsets.

This study has shown that incorporating disruptive innovation through the use of software-aided assessment systems increases the effectiveness of the faculty in the classroom and enhances student learning and retention. Thus, a transformative software-aided assessment system design that incorporates artificial intelligence into the learning pathway should be pursued. These software-aided assessments are disruptive innovation as they are formative, frequent and require little direct involvement from the instructor.

To the best of the authors’ knowledge, this study is the first of its kind to incorporate artificial intelligence into the assessment process by analyzing results of pilot programs at several universities. The results demonstrate how using software-aided transformative assessments in various courses have helped instructors assess students’ preparedness and track their learning progress. These software-aided systems are the first step in bringing disruptive innovation to the classroom as these software-aided assessment instruments rapidly assess learners’ knowledge and skills based on short, easily created, multiple-choice tests, with little direct engagement from the faculty.

The story of the rise and influence of technology as a major force in our society is one of innovation. Technology needs to stay innovative to remain relevant and to keep adding value. The economist Schumpeter has shown us that technology moves in a creative destructive path. It is safe to say that the two, technology and innovation, are synonymous. Joseph Nadan, NYU-Poly Professor of Technology and Business Innovation, defines innovation as "people creating value by implementing new ideas." At the heart of that definition is the individual. It is also clear, that every nation and society needs more innovation and innovators to move forward and improve our economic conditions. Understanding who is an innovator and how we can create and educate more innovators is critical to the well-being of societies. To foster understanding it is useful to visualize the innovator as being on a journey. Joseph Campbell has shown us that since ancient times myths teach us profound lessons about the path of heroes that fulfill certain roles in society. One such role, the innovator, has a deep tradition in the myths of all societies. It is important to understand these myths and what lessons they teach us about the innovator's journey. By observing the characteristics of the path they follow and the motivations of the individual innovator, we are better positioned to educate innovators, to nurture them so they are productive in any organization, to recognize them when we are ready to employ them, and to clear a path for them to be innovative when they are ready to implement new ideas. Many ancient myths and stories of heroes are available to study the innovator's journey. The myth of Prometheus is one powerful example. In this paper we examine this myth and what it teaches us about the elements of the innovator's journey and the lessons we may learn to nurture innovation and innovators who benefit organizations. We will also examine how to foster the education of future innovators who, we trust, will push the frontiers of technology and contribute to its creative destructive path. We contend that innovation as a profession is just starting to be defined and that the elements of the Promethean journey can inform the conversation.

In this chapter, the authors explore emotional discomfort and the use of live polling to enable business leaders on executive education leadership programmes to move beyond their emotional comfort zones, to facilitate self-awareness and enhance reflective practice. Openly acknowledging and discussing one’s leadership weaknesses produce emotions which are not always easily shared, especially among business leaders. Yet, identifying emotions and acknowledging discomfort is key for reflective practice and a common failure in many leadership development programmes (LDP). The authors reflect on their experience in designing and delivering a custom LDP commissioned by a UK-based corporate client. The authors draw on the pedagogy of discomfort, emotions in leadership development, and the use of audience response system (ARS) technology to enable and facilitate the development of learner self-awareness.