Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

Evaluating use of the SimVenture computer-based business simulation

Objectives The paper evaluates the impact of one of the market-leading computer-based start-up business simulations – SimVenture – using a version of the Rugby Team Impact Framework (RTIF; e.g. Bromley et al., 2012) adapted by the authors for use within an enterprise education context. Four case studies of the use of SimVenture in non-Business School subjects in Higher Education in the UK are described and analysed using the RTIF. Prior Work A survey of entrepreneurship education programmes conducted in 2006 by McKeown et al. concluded that delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. Serious games, including business computer-based business simulations, have the potential to support learning by doing (Williams 2011, QAA 2012, Lopes et al. 2013), and have been shown to develop a range of skills including those described as necessary for the 21st Century (Romero et al., 2015). There are, however, few examples in the literature evaluating student-focused impact of business simulations in non-Business School subjects. With increasing calls to spread enterprise and entrepreneurship education to all (Anderson et al, 2014; Young, 2014), can serious games and business simulations such as SimVenture provide an effective solution? Approach Four undergraduate programmes in a range of non-Business subject areas (including computing and information systems; fashion and textiles; and veterinary practice) were selected for in-depth interviews following a literature review and web-based desk exercise to identify examples of practice. Case studies were produced exploring why SimVenture was chosen for use with students; how it was used (make-up of student cohort; size of working groups; number of sessions and over what time period, etc.); how learning was assessed; evaluation of learning and process; and lessons learned by the educator. The impact of SimVenture on student behaviour, learning, and longer term outcomes was analysed using the RTIF. Results The RTIF proved a useful tool for assessing the impact of SimVenture. All case studies reported positive outcomes for students with evidence of increased business and finance knowledge, skills development, and a wider appreciation of career options. Improved attendance and retention rates as a direct result of using SimVenture were also reported at one institution. Suggestions for practice are presented using the case study examples. Implications The results of the research suggest that serious games, in this case business simulations (using SimVenture as a specific example) can have positive outcomes on the student experience and business skills development through learning by doing. Value The paper contributes to the literature on use of computer-based business simulations, providing specific examples of practice that can be used by academics looking to embed enterprise and entrepreneurship education in non-Business subject-specific curricular. It also introduces an adapted framework which can be used to evaluate the impact of enterprise and entrepreneurship education programmes

The Augmented Learner : The pivotal role of multimedia enhanced learning within a foresight-based learning model designed to accelerate the delivery of higher levels of learner creativity

The central theme for this dissertation lies at the intersection of multisensory technology enhanced learning, the field of foresight and transformative pedagogy and their role in helping to develop greater learner creativity. These skills will be key to meeting the needs of the projected growing role of the creative class within the emerging global workforce structure and the projected growth in R&D and the advancement of human-machine resource management. Over the past two decades, we have traversed from the Industrial Age through the Information Age into what we now call postnormal times, manifested partly in Industry 4.0. It is widely considered that the present education system in countries with developed economies is not optimised for delivering the much-needed creative skills, which are prominent amongst the critical 21st C skills required by the creative class, (also known as creatives), which will be increasingly dominant in terms of near future employability. Consequently, there will be a potential shortfall of creatives unless this issue is rapidly addressed. To ensure that the creative skills I aimed to enhance were relevant and aligned with emerging demands of the changing landscape, I deconstructed the critical dimensions, context, and concept of creativity in postnormal times as well as undertaking in-depth research on the potential future workscape and the future of education and learning, applying a comprehensive foresight approach to the latter using a 2030-2040 horizon. Based upon the outcomes of these studies I designed an experimental integrative learning system that I have applied, researched, and evolved over the past 4 years with over 150 students at PhD and master’s level. The system is aimed at generating higher levels of creative engagement and development through a focus on increased immersion and creativity-inducing approaches. The system, which I call the Living Learning System, is based upon eight integrated elements, supported by course development pillars aimed at optimizing learner future skill competencies and levels of creativity for which I apply severalevaluation techniques and metrics. Accordingly, as the central hypothesis of this dissertation, I argue that by integrating the critical elements of the Living Learning System, such as emerging multisensory technology enhanced learning coupled with optimised transformative and experiential learning approaches, framed within the field of foresight, with its futures focus and decentralised thinking approaches, students increase their ability to be creative. This increased ability is based on the student attaining a richer level of personal ambience through deeper immersion generated through higher incidence of self-direction, constructivism-based blended pedagogy, futures literacy, and a balance of decentralised and systems-based thinking, as well as cognitive and social platforms aimed at optimizing learner creative achievement. This dissertation demonstrates how the application of the combined elements of the Living Learning System, with its futures focus and its ensuing transdisciplinary curricula and courses, can provide a clear path towards significantly increased learner creativity. The findings of the quantitative, questionnaire-based research set out in detail in Chapter 9, together with the performance and creativity evaluation models applied against the selected case studies of student projects substantiate the validity of the hypothesis that the application of the Living Learning System with its futures focus leads to increased creativity in line with the needs of the postnormal era.publishedVersio

Instructors’ Perceptions of the Development of Work-readiness through Simulations

The global ERP software market is expected to reach $117.09 billion by 2030 (Biel, July 12, 2022). To boost graduate work-readiness, Australian institutions are adopting new pedagogical strategies by familiarising Information systems (IS) students with this highly sought-after software. One of these techniques is simulation games that provide students with a risk-free, real-world simulation of popular software to develop soft and hard skills needed by the IS industry. This exploratory study employed the Grounded Theory approach to evaluate instructors\u27 perceptions of the influence of simulation games on the work-readiness of information systems students. We conducted semi-structured interviews with ERPsim game laboratory instructors. The authors utilised Work Readiness Integrated Competency Model to map the three learning outcomes from the interviews’ analysis: abilities, knowledge, and attitudes. The mapping demonstrated that simulation games could support the development of specific skills and attitudes needed by the information systems sector

Developing a Workshop to Help Small Businesses Get Unstuck

This master’s project presents my journey of developing and running a two-day workshop specifically designed to help entrepreneurs get unstuck. It includes principles, frameworks, and materials developed for this two-day workshop. Inspiration for this project came from my own entrepreneur experience over the last 13 years. Over that time period I have encountered many roadblocks and found that the resources available to established small business owners were limited and those that do exist did not always meet my needs. This workshop has been developed keeping in mind the two things that are most important to small business owners, time and money. The tools and materials shared in this project have been designed from my experience along with my studies at the International Center for Studies in Creativity

Integration of New Technologies and Alternative Methods in Laboratory-Based Scenarios

In this study, we report a preliminary requirements analysis to recognize needs and possibilities for integrating new technologies and methods for lab-based learning in the field of Industry 4.0 and Internet of Things. To this aim, different scenarios, such as real, remote and virtual labs, are considered to be addressable within an integrated learning environment that focuses on alternative methods (i.e. Serious Games, Self-Regulated and Collaborative Learning) and new technologies (i.e. Open Badges, Mixed Reality and Learning Analytics). To support the design of the laboratory-based learning environment, qualitative interviews were conducted with both expert lecturers and relevant students in the field of engineering, to provide complementary perspectives. These interviews were carried out to analyze the requirements, and to identify possible benefits that relevant stakeholders expect by using these teaching and learning methods and technologies. A qualitative content analysis has been started on the interviews to define which is the perception of the new technologies and teaching methods. The different points of view about technologies and methods coming from expert lecturers’ and relevant students’ interviews are provided

Advances in Technology Enhanced Learning

‘Advances in Technology Enhanced Learning’ presents a range of research projects which aim to explore how to make engagement in learning (and teaching) more passionate. This interactive and experimental resource discusses innovations which pave the way to open collaboration at scale. The book introduces methodological and technological breakthroughs via twelve chapters to learners, instructors, and decision-makers in schools, universities, and workplaces. The Open University's Knowledge Media Institute and the EU TELMap project have brought together the luminaries from the European research area to showcase their vision of the future of learning with technology via their recent research project work. The projects discussed range widely over the Technology Enhanced Learning area from: environments for responsive open learning, work-based reflection, work-based social creativity, serious games and many more