The Startup Scratch Book : Opening the Black Box of Startup Education

Teaching entrepreneurship and startups is a challenging task. Approaches using real or simulated entrepreneurship as a teaching method are also common in startup education. However, as educators and researchers, we typically only observe the outcomes of the startup journey between weekly lectures and other meetings, whereas the actions taken by the student teams can seldom be observed. This makes the process a black box. All valuable learnings, realizations, and big ideas happen in the students’ minds, and little evidence exists to say what happened during the course. As a result, we are entirely missing out on the most critical elements of the learning process. To remedy this issue, we propose a new tool for startup education: The Startup Scratch Book. Based on extant literature and our experiences in the area, we have devised this novel approach to learning diaries in startup education. We discuss the specifics of this proposed approach in this paper.peerReviewe

Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration