workshop 3.1: innovative pedagogies and learning experiences andy penaluna 5/3/2015
TRANSCRIPT
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?
© 2
007
‘Dai
’ Re
es –
UW
TS
D A
lum
ni
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-and-development/creative-educators/
…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)
UK HE definitions - Enterprise
“QAA stands out for its assessment framework”
(European) Thematic Working Group on Entrepreneurship Education: Final Report November 2014
Take a moment to think
Image Courtesy of Google Campus
Logical
ClearManageableSequentially valid
(Reductionist - to make sense of complexity)
UnclearComplex
(until patterns emerge and links are made)
Pedagogy = method and practice of teaching, especially as an academic subject or theoretical concept:
Seek out freshly identified problems / solutions
Deadline = solution proposal
Reflect and analyze – use time thoughtfully
Look for inspiration, contextual materials and links
Discard irrelevant or non beneficial information
Divergent - Convergent thinkingPenaluna & Penaluna 2006
Bridging the thinking styles (how?)
Gestalt - what do you really ‘know’?
Limens, Soma, Dendrites and connections
Penaluna & Penaluna 2009
Left Cortexdominance
Right Cortexdominance
Detail of Pyramid neuron from the amygdala / hippocampus
Micro molecular structure images courtesy of Mark Jung Beeman and John Kounios, Mid Western and Drexel Universities
Brain functionality / cortex’s
Key point – Developing synapse potential through learning
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
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?
‘I’ in assessment is for?
"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
Technical skills and subject
expertise
Business
acumen
and
strategy
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 Angels © A Penaluna, 2010
Intrapreneur The ‘cornerstone employee’
Portfolio career
‘multip
le jobs =
multiple
opportunitie
s’
Enterprising mind
EntrepreneurThe ‘business developer and
enhancer’
Social entrepreneur‘The society
developer and enhancer’
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/enterprise-entrepreneurship-guidance.pdf
