61,536 research outputs found

    Pedagogic methods in teaching for developing entrepreneurial and innovative mindsets. [Workshop]

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    The workshop aims to: 1) Outline the three levels of the RGU Innovation Award, highlighting the pedagogic aspects of design thinking; 2) Engage delegates in a technique that they can use with students to develop an innovative mindset (this technique is used in the level 2 workshop for the Innovation Award); 3) Obtain feedback from delegate as to what they will do moving forward in their own practices (via miro board). The workshop will begin with an introduction to the RGU Innovation Award. There are three levels. Level 1 involves exploring innovations of the future through subject-focused workshops. This level seeks to enhance the following competencies: creativity, curiosity, communication, collaboration and critical thinking. Students achieve this as an accredited module within various degree programmes at RGU, including the successful submission of a 100-word statement on future thinking. Level 2 involves putting innovation into action through participating in an interdisciplinary challenge event. This level is achieved through the Innovation Challenge Workshop, where students are invited to attend an interactive, transdinsplinary event that focuses on an innovation theme, which may be set by an employer based on real issues faced by their organisation. Teams pitch ideas to the host for the chance to win prizes and gain feedback. It is during this session that design thinking pedagogy is used to really open the students' mindsets make them enthused about working on a problem and ideating towards a solution. Level 3 involves leading innovative ideas through completing individual tasks to plan and reflect on a concept. This level is a self-directed, reflective piece of work that develops analysis, accountability and adaptation in the future context. All levels take into account the meta-skills, World Economic Forum Competencies and Entrecomp competencies. The workshop will be structured as follows: Time 10-20 mins = persona description; Time 20-25 mins = persona feedback from 3-only teams; Time 25-30 minutes = "Crazy eights" description; Time 30-40 mins = "Crazy eights" task; Time 40-50 minutes = feedback on "Crazy eights" and summing up

    Introducing Design-Led Approaches to Business Students in Project-based Learning

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    At The Ohio State University, 35 business students in the Honors Cohort Program in the Fisher College of Business are tasked each year to explore and develop community impact projects that are defined by the ambiguous prompt, "to make an impact". The students are randomly assigned to one of five teams and the teams can pick any societal area in which to make an impact. In addition, the teams are free to choose how they define "impact" and how they approach their service design/impact project. This is a form of project-based learning (PBL) because it is an active student-centered form of instruction, characterized by the students' autonomy, constructive investigations, goal-setting, collaboration, communication and reflection within real-world practices (Kokotsaki, Menzies, & Wiggins, 2016). This case study introduced two new design-led approaches to the impact project: design-thinking, and co-design. Many studies have examined the effects of design-led approaches on service design project outcomes (Sleeswijk Visser, Stappers, Van der Lugt, & Sanders, 2005; Steen, Manschot, De Koning, 2011; Liedtka, 2011). The benefits of using a design-led approach inspired the goal of this case study: to introduce and expose components of both design-thinking and co-design to business students since these approaches are not generally included in the standard business curriculum. The five teams of seven students were exposed to the two design-led approaches through four short workshops called 'microbursts' over the course of the Autumn 2021 semester during their seminar class. The students took a survey on the approaches before the first workshop (pre-survey) and the second after (post-survey) all the workshops were completed to assess their knowledge of the three approaches (i.e., business, design-thinking and co-design), benchmark their baseline feelings toward ambiguity, and to generate associations with the term 'community impact'. The post-survey also included questions to gather open-ended feedback on the four workshops, including the workshops' influence on their impact projects. This case study demonstrates how design-led approaches can facilitate project-based learning and collaboration and can contribute to addressing community impact challenges. A common takeaway across each workshop was how important it is to put the stakeholders needs' first and consider how decisions will impact the end-user. This case study cultivated interdisciplinary thinking through design-led approaches that exemplify user-centeredness, ability to visualize, and appreciation for ambiguity.No embargoAcademic Major: Social Innovation Design & Strategy - Busines

    Annual Report, 2015-2016

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    Biologists meet statisticians: A workshop for young scientists to foster interdisciplinary team work

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    Life science and statistics have necessarily become essential partners. The need to plan complex, structured experiments, involving elaborated designs, and the need to analyse datasets in the era of systems biology and high throughput technologies has to build upon professional statistical expertise. On the other hand, conducting such analyses and also developing improved or new methods, also for novel kinds of data, has to build upon solid biological understanding and practise. However, the meeting of scientists of both fields is often hampered by a variety of communicative hurdles - which are based on field-specific working languages and cultural differences. As a step towards a better mutual understanding, we developed a workshop concept bringing together young experimental biologists and statisticians, to work as pairs and learn to value each others competences and practise interdisciplinary communication in a casual atmosphere. The first implementation of our concept was a cooperation of the German Region of the International Biometrical Society and the Leibnitz Institute DSMZ-German Collection of Microorganisms and Cell Cultures (short: DSMZ), Braunschweig, Germany. We collected feedback in form of three questionnaires, oral comments, and gathered experiences for the improvement of this concept. The long-term challenge for both disciplines is the establishment of systematic schedules and strategic partnerships which use the proposed workshop concept to foster mutual understanding, to seed the necessary interdisciplinary cooperation network, and to start training the indispensable communication skills at the earliest possible phase of education

    IDR : a participatory methodology for interdisciplinary design in technology enhanced learning

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    One of the important themes that emerged from the CAL’07 conference was the failure of technology to bring about the expected disruptive effect to learning and teaching. We identify one of the causes as an inherent weakness in prevalent development methodologies. While the problem of designing technology for learning is irreducibly multi-dimensional, design processes often lack true interdisciplinarity. To address this problem we present IDR, a participatory methodology for interdisciplinary techno-pedagogical design, drawing on the design patterns tradition (Alexander, Silverstein & Ishikawa, 1977) and the design research paradigm (DiSessa & Cobb, 2004). We discuss the iterative development and use of our methodology by a pan-European project team of educational researchers, software developers and teachers. We reflect on our experiences of the participatory nature of pattern design and discuss how, as a distributed team, we developed a set of over 120 design patterns, created using our freely available open source web toolkit. Furthermore, we detail how our methodology is applicable to the wider community through a workshop model, which has been run and iteratively refined at five major international conferences, involving over 200 participants

    Hackathon Agenda

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    Developing a Performance Assessment System From the Ground Up: Lessons Learned From Three Linked Learning Pathways

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    This document is designed to offer practitioners -- teachers, principals, and central office administrators -- models, tools, and examples from the Linked Learning field for developing a performance assessment system. This document describes the challenges and successes practitioners encountered when developing and implementing authentic performance-based assessment practices and systems in Linked Learning pathways as well as the conditions that enabled this work. It is the product of a 1-year study of three grade-level teams, located in three different Linked Learning pathways across California. These teams participated in a 2-year performance assessment demonstration project led by ConnectEd and Envision

    Systems thinking, interdisciplinarity and farmer participation: essential ingredients in working for more sustainable organic farming systems

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    This report was presented at the UK Organic Research 2002 Conference. This paper discusses the principles and values behind some of the innovative agricultural research methods which have evolved over the past 30 years in many countries and suggests that the lessons from this experience could have significant benefits in the development of organic research in the UK. The author argues that the key elements which need to be incorporated into a new approach to research on organic systems are:- systemic thinking (the need for a more holistic understanding of the context of farming and rural livelihoods), interdisciplinarity, (contributions from both social and natural science in the research process) and farmer-participation (the active participation and partnership of farmers and other key stakeholders in the process of design, planning, implementing, monitoring and evaluating research). By incorporating these principles, both into the vision of what research can become within in the organic movement, and into the methodologies that are used in new research partnerships, it is suggested that we could learn our way towards more sustainable, organically-based rural livelihoods in the future
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