Collaborative learning and_teaching_in_innovat (1)


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Collaborative learning and_teaching_in_innovat (1)

  1. 1. Collaborative Learning and Teaching in Innovation<br />Mike Parsons and Mary Rose (IEED, Lancaster University Management School <br />28 February 2011<br />Hull University Business School<br />1<br />
  2. 2. Overview<br /><ul><li>About us</li></ul> <br /><ul><li>Innovation Courses</li></ul> <br /><ul><li>Learning and Teaching Challenges </li></ul> <br /><ul><li> Course Design and Evolution </li></ul> <br /><ul><li>Collaborative practices and processes</li></ul>2<br />
  3. 3. About us<br /><ul><li>Our collaboration
  4. 4. We represent a ‘new combination’
  5. 5. Mike Parsons –businessman, Karrimor, OMM Ltd, Innovator in Residence, IEED
  6. 6. Mary Rose, academic, business historian
  7. 7. Invisible on Everest : Innovation and the Gear Makers (2003)
  8. 8. Innovation a result not an objective</li></ul> <br />3<br />
  9. 9. Beyond Invisible on Everest<br /><ul><li>Shared knowledge and trust
  10. 10. Innovation Courses
  11. 11. Innovation for Extremes
  12. 12.
  13. 13. A  OMM Ltd a business start-up 2005
  14. 14. IEED</li></ul>4<br />
  15. 15. Innovation Course Starting Point<br />Launched October 2004 <br />5<br />
  16. 16. Teaching and Learning Challenges identified 2004<br />How to set current innovation and management practices alongside theoretical analysis<br />Developing critical analytical skill relating to the business press<br />Motivation<br />80/20 rule<br />Plagiarism<br />6<br />
  17. 17. Philosophy and pedagogy: where business, academia and technology meet (1)<br /> <br /> <br /> <br />Mary : 'Past experience with Econ 120 showed that combining online materials, interactive workshops and a learning log was inspirational for both students and staff'<br />7<br />
  18. 18. Philosophy and pedagogy: where business, academia and technology meet (2)<br /><ul><li>Mike : “Mary agreed to my proposal that I treat the students as I would employees during an extensive period of management change."</li></ul>8<br />
  19. 19. Course design responses to the challenges stage 1 First course jointly designed and delivered with academic and business collaboration  <br />Two 'inspirational' lectures<br />Weekly 2 hour interactive  workshops  <br />Assessment designed to address key challenges <br /><ul><li>Academic Learning Log
  20. 20. Innovation Search</li></ul>Based on LUVLE platform until 2006<br />9<br />
  21. 21. Course Achievements Stage 1: to 2004-6<br /><ul><li>Key design principles unchanged
  22. 22. Process of continuous improvement
  23. 23. Achieved :
  24. 24. Theory and practice
  25. 25. High levels of student engagement and motivation
  26. 26. Originality in coursework allowing stretching of mark range
  27. 27. Consistently high student ranking despite high workload 
  28. 28. Hard to plagiarise
  29. 29. University Prize for UG Teaching 2005</li></ul>10<br />
  30. 30. Course achievements Stage 1:<br />Continuing Challenges in 2006: How to achieve collaboration?<br /><ul><li>Assessment was individual but with associated group working. 
  31. 31. How to achieve team working?
  32. 32. How to store Innovation Search? 
  33. 33. Shift from LUVLE to SAKAI – opened up opportunities and brought unpredicted benefits </li></ul>11<br />
  34. 34. What the Sakai VLE brought<br /><ul><li>Winter 2007 Sakai tested by a group of our EBIN students testing for: 
  35. 35. Ease of use
  36. 36. Look and feel 
  37. 37. Tools
  38. 38. From them we found:  
  39. 39.  
  40. 40. Wiki tool ideal for recording Innovation Search
  41. 41.  Inspiration of Wiki for Innovation Search group work</li></ul>12<br />
  42. 42. An adaptable/modular VLE<br /><ul><li>Blog tool adapted for us as a learning log,  
  43. 43. now usable as either
  44. 44. Flexibility
  45. 45.  Importance of tools is how they are used and thinking </li></ul>        <br />13<br />
  46. 46. New Practices<br /><ul><li>Wiki the platform for group assignment around Innovation Search
  47. 47. Forum tool adapted for weekly Innovation Theory Preparation  
  48. 48. Active use of VLE in workshops</li></ul>14<br />
  49. 49. Unexpected Results: Teaching, Cookies and Team Working<br />Visibility of all work and feedback was motivational for students<br />15<br />
  50. 50. Unexpected Gains <br /><ul><li>Group work becomes team work
  51. 51. Healthy competition 
  52. 52. Peer pressure
  53. 53. Effort through term
  54. 54. Team working  </li></ul>3.  Recognition system beyond <br />formal assessment <br />§The Cookies!  <br />4. Motivational for staff  <br />  <br />5. All core design elements <br />remain  <br />16<br />
  55. 55. Continued development<br /><ul><li> Improved Sakai - it is becoming 'Invisible'</li></ul> <br /><ul><li>New tools and new collaborative perspectives: 
  56. 56. Big Blue Button
  57. 57. Enhanced Facebook style Profile tool
  58. 58. Embedding Google Sites in Sakai improved process
  59. 59. Guidelines 
  60. 60. Weekly best practice</li></ul>17<br />
  61. 61.  Communities of Practice <br /> <br />18<br />
  62. 62. How is the community of practice built ?<br /> <br />1. Top Tips from past students: <br />Film clip from 2008 students <br />Film clip from 2009 Students about their experience <br /> <br />Film clip from from2010 Learning Log <br />2. Course alumni return<br />3. Intensity of experience<br />19<br />
  63. 63. Student Reflections on process<br />regular work on Innovation forced and taught to start studying harder and not only that. Many years I have not been using my analytical approach to studies and more relaxed and unofficial way of assignments helped to get prepared for the other modules’ more academic way of writing. I learned to plan the time, to write, organize group work and responsibilities among us.<br />The collaboration in our group was reviewed and improved – everybody was doing the certain part of the given tasks for the workshops and then everything was reviewed and posted for all the class to see. No instructions by lecturers were given and I liked that – we had to find the best and most effective way to work and we did it as from the bottom we were on the top just in one week.<br />20<br />
  64. 64. Student Reflections<br />In my previous education I didn’t have real team work, only being team member in the group where the workload was shared on individual pieces, and at the end only joined in one piece. Working in this team from seven very different people, in terms of: background and expertise, language, culture, religion, race and age, was big challenge for each of us. This diversity and the difficulties in managing so big team at the beginning made an impression that this collaboration will be impossible. Milestone was the point when we employed our individual diversities as unlimited source for innovative ideas. <br /> I benefited from several aspects from the group collaboration: developing my team player qualities and creativity, sharing knowledge and experiences with people from another expertise, introducing new tools in my overall work, becoming enthusiastically interested in the new innovations and having great time during the term while enjoying the chocolates we won together.<br />21<br />
  65. 65. Innovative learning process for teaching innovation.<br />Theory and practice<br />Active learning<br />Crossing boundaries and holistic learning<br />Collaboration and team working<br />Individual learning<br />Forum and <br />face to face workshops<br />Group Wiki<br />Online Learning log<br />22<br />
  66. 66. Final reflection on our collaboration<br />Education has spent 150 years widening access taking motivation as given<br />Industry has spent 150 years focusing on motivation and neglecting training and education<br />In this course combined academic/business collaboration has helped us remedy some of these issues.<br />23<br />
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