Transcript 2012 AUC Research Conference, Entrepreneurship and

WORKSHOP 3.1:
Innovative pedagogies
and learning
experiences
Andy Penaluna
5/3/2015
Entrepreneurial Education is constantly
having to prove itself
It is not easily measured in simple ways, but
needs an integrated, yet holistic approach.
… do geography, history, theology or any
other educationalists need to do this?
© 2007 ‘Dai’ Rees – UWTSD Alumni
1995 - Our big question… an idea?
Learn from past students
‘Tell them from me’ - past students inform current teaching & learning
CREATIVE EDUCATORS
“The creativity of an education system
cannot surpass the creativity of its
teachers… We need a disciplined creativity,
informed by and generating the best
possible evidence.”
https://www.thersa.org/action-and-research/creative-learning-anddevelopment/creative-educators/
UK HE definitions - Enterprise
…the application of creative ideas and
innovations to practical situations…
It combines creativity, ideas development and
problem solving with expression,
communication and practical action. (QAA, 2012, 8)
“QAA stands out for its assessment
framework”
(European) Thematic Working Group on Entrepreneurship
Education: Final Report November 2014
Take a moment to think
Clear
Manageable
Sequentially valid
(Reductionist - to
make sense of
complexity)
Logical
Unclear
Complex
Pedagogy = method
and practice of
teaching, especially as
an academic subject or
theoretical concept:
(until patterns emerge and links are made)
Image Courtesy of Google Campus
Bridging the thinking styles (how?)
Look for
inspiration,
contextual
materials
and links
Reflect and
analyze –
use time
thoughtfully
Penaluna & Penaluna 2006
Discard irrelevant
or non beneficial Seek out
freshly
information
identified
problems /
solutions
Deadline =
solution
proposal
Divergent - Convergent thinking
Gestalt - what do you really ‘know’?
Limens, Soma, Dendrites and connections
Brain functionality / cortex’s
Key point – Developing synapse potential through learning
Detail of Pyramid
neuron from the
amygdala /
hippocampus
Left Cortex
dominance
Penaluna & Penaluna 2009
Right Cortex
dominance
Micro molecular structure
images courtesy of Mark Jung
Beeman and John Kounios, Mid
Western and Drexel Universities
Do we need knowledge retainers or
‘knowledge harvesters’ (people who
collate up to date information as and
when required)?
Do we need people who can ‘talk about’
innovation or do we need people who
can ‘do’?
"FUTURE PRIORITIES OF THE ET 2020 STRATEGIC FRAMEWORK FOR EUROPEAN
COOPERATION IN EDUCATION AND TRAINING AND SYNERGIES WITH YOUTH
POLICY”
Round 1: Promoting excellence and innovation 9/10/2014
‘I’ in assessment is for?
If detailed and predefined learning
outcomes are used they test one ‘I’ – the
ability to ‘Implement’… what is is needed
to evaluate the other ‘I’ – Innovation?
"FUTURE PRIORITIES OF THE ET 2020 STRATEGIC FRAMEWORK FOR
EUROPEAN COOPERATION IN EDUCATION AND TRAINING AND
SYNERGIES WITH YOUTH POLICY”
Round 1: Promoting excellence and innovation 9/10/2014
Evaluate the learning through context and
engagement, not merely norms
Implementation – doing things that are
determined by others and matching
against their expectations
Innovation – producing multiple and
varied solutions that respond to change
and often surprise
Enterprising
mind
With personal
motivation there is
energy, with energy
there is resilience,
with resilience,
success is likely...
Creativity, innovation
and opportunity
recognition are key
intrinsic motivational
drivers, they are
central to the
enterprising mindset
All Party Parliamentary Group for Micro Business (2014) An Education System fit for an Entrepreneur
Application (where?)
Enterprising
mind
Entrepreneur
The ‘business
developer and
enhancer’
Social
entrepreneur
‘The society
developer and
enhancer’
Enterprising Angels © A Penaluna, 2010
Overall aim - learning to learn;
they use harvested knowledge to
societal and economic advantage
QAA’s Guidance
Students should be able to:
Be flexible and adaptable, seeing alternative
perspectives and offering a choice of solutions
review and evaluate multiple solutions in
contexts that anticipate and accommodate
change and contain elements of ambiguity,
uncertainty and risk.
Think speculatively, employing both convergent
and divergent approaches to arrive at
appropriate solutions. (QAA, 2012,18)
http://www.qaa.ac.uk/en/Publications/Documents/enterpriseentrepreneurship-guidance.pdf
WORKSHOP 3.1:
Innovative pedagogies and
learning experiences
?
[email protected]
5/3/2015