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Digital Entreprelearning: challenges for the 21st century school

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Ponencia presentada en Bruselas dentro de la jornada "Educating for the 21 century: boosting digital skills and entrepreneurial thinking", organizada por i-Linc (http://www.i-linc.eu).

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Digital Entreprelearning: challenges for the 21st century school

  1. 1. Digital entreprelearning: challenges for the 21st century school Fernando Trujillo Sáez University of Granada https://unsplash.com/photos/anCNYhd7yg8
  2. 2. https://unsplash.com/photos/GiUJ02Yj_io
  3. 3. http://www.flickr.com/photos/pagedooley/2422430207/ My digital identity http://fernandotrujillo.es http://blog.fernandotrujillo.es
  4. 4. Let’s invoke the spirit of Charles Dickens https://commons.wikimedia.org/wiki/File%3ADickens_Gurney_head.jpg
  5. 5. It was the best of times, https://unsplash.com/photos/E7RLgUjjazc
  6. 6. it was the worst of times, https://unsplash.com/photos/sm3Ub_IJKQg
  7. 7. it was the age of wisdom, https://unsplash.com/photos/w5SgojGZooI
  8. 8. it was the age of foolishness, https://unsplash.com/photos/yBzrPGLjMQw
  9. 9. it was the epoch of belief, https://unsplash.com/photos/8koEuSiR1zM
  10. 10. it was the epoch of incredulity, https://unsplash.com/photos/b4959SqBB18
  11. 11. it was the season of Light, https://unsplash.com/photos/dzzui_irHbg
  12. 12. it was the season of Darkness, https://unsplash.com/photos/9xp0AWvlGC4
  13. 13. it was the spring of hope, https://unsplash.com/photos/oqStl2L5oxI
  14. 14. it was the winter of despair, https://unsplash.com/photos/-F9NSTwlnjo
  15. 15. we had everything before us, https://unsplash.com/photos/Ri17WyRuclo
  16. 16. we had nothing before us… https://unsplash.com/photos/XnLzP80Nz9Y
  17. 17. in short, the period was so far like the present period. https://unsplash.com/photos/cKjbI0Y00X0
  18. 18. We live a time of fuzzy questions and open answers. https://unsplash.com/photos/9XTyIiFceKM
  19. 19. We live a time of possibilities https://unsplash.com/photos/H58bnmnedTc
  20. 20. We live a time for critical minds https://unsplash.com/photos/b-9PBmDGOHc
  21. 21. Is school a reproductive or a creative system? https://unsplash.com/photos/uSPjZzYwXO4
  22. 22. The “reproductive” school was successful in many respects. https://unsplash.com/photos/PlBsJ5MybGc
  23. 23. Particularly at creating a workforce of consumers. https://unsplash.com/photos/ueZXMrZFFKQ
  24. 24. But we needn’t reproduce the system https://unsplash.com/photos/oRhhb0f2Kic
  25. 25. It reproduces itself quite well. https://unsplash.com/photos/xBEuSXr-wPM
  26. 26. https://unsplash.com/photos/3To9V42K0Ag We need to improve the system
  27. 27. https://unsplash.com/photos/cS_itbYI8Zk Only a creative school can help us hack the system.
  28. 28. https://unsplash.com/photos/SR0_MNa77MU So, let’s hack the school to hack the system!
  29. 29. Step 1: awareness & agency https://unsplash.com/photos/ipxnkyzX13U
  30. 30. The problem of learning today is not scarcity of data. https://unsplash.com/photos/vpR0oc4X8Mk
  31. 31. “Our own neurological limits, which lead us to forgetfulness and oversights, will be supplemented by information systems designed to support our needs. Two such examples are memory prosthetics - calendar reminders and to-do lists - and social prosthetics, which instantly connect you with your friend who has relevant expertise in whatever task you are facing.” Eric Schmidt y Jared Cohen. 2014. The New Digital Age. Londres: John Murray, pg. 16. https://unsplash.com/photos/bAPQgfthcrI
  32. 32. Learning is understanding. https://unsplash.com/photos/uD1ieQvG81c
  33. 33. Awareness implies critical literacy and connections. https://unsplash.com/photos/ahi73ZN5P0Y
  34. 34. But awareness without agency leads to frustration, or worse. https://unsplash.com/photos/5otlbgWJlLs
  35. 35. Agency is the capacity to face a challenge and take action. https://unsplash.com/photos/JRVxgAkzIsM
  36. 36. Agency is an exercise of responsibility and compromise. https://unsplash.com/photos/SZYreZsJ-fE
  37. 37. “Entrepreneurship is when you act upon opportunities and ideas and transform them into value for others. The value that is created can be financial, cultural, or social." http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101581/lfna27939enn.pdf EntreComp: The Entrepreneurship Competence Framework https://unsplash.com/photos/h9gaTYBxEwA
  38. 38. “An «entrepreneurial perspective» can be developed in individuals. This perspective can be exhibited inside or outside an organization, in profit or in not-for- profit enterprises, and in business or nonbusiness activities for the purpose of bringing forth creative ideas.” Donald F. Kuratko. 2005. “The Emergence of Entrepreneurship Education: Development, Trends, and Challenges”. Entrepreneurship Theory and Practice, 29 (5), pp. 577-97. https://unsplash.com/photos/7KLa-xLbSXA
  39. 39. https://unsplash.com/photos/afq5-t0ZGtQ “The numbers are stark.  Entrepreneurship classes and programs in colleges around the U.S. have quadrupled in the past 25 years.  Meanwhile rates of private business ownership for households under 30 have declined over 60% during the same period. So, the more we teach entrepreneurship, the fewer young people actually start businesses.” Andrew Yang, “Why Entrepreneurship Education Does Not Work”, Forbes, February 2016.
  40. 40. There may be structural and cultural problems but… https://unsplash.com/photos/HUiSySuofY0
  41. 41. “Part of the reason that efforts in entrepreneurship education have failed can be attributed to a reliance on pedagogical techniques that are not suited to today’s students.” John A. Dobson, Elizabeth Jacobs and Lisa Dobson. 2017. “Toward an Experiential Approach to Entrepreneurship Education”, Journal of Higher Education Theory and Practice, Vol. 17 (3), 57-69. https://unsplash.com/photos/AWidiBoRO08
  42. 42. The question is how «entreprelearning» can be put into practice effectively. https://unsplash.com/photos/1qkyck-UL3g
  43. 43. “Rather than focusing on learning about entrepreneurship, the experiential methodology requires that students practice entrepreneurship as part of class assignments. Students are required to come up with their own ideas, and then attempt to transform them into entrepreneurial opportunities.” John A. Dobson, Elizabeth Jacobs and Lisa Dobson. 2017. “Toward an Experiential Approach to Entrepreneurship Education”, Journal of Higher Education Theory and Practice, Vol. 17 (3), 57-69. https://unsplash.com/photos/IuLgi9PWETU
  44. 44. Socio-digital PBL Step 2 https://unsplash.com/photos/qc3sE5lGLbA
  45. 45. “Why should we be sitting kids down in rows to learn Maths in the abstract when it is both more engaging and effective to learn it in the real world or through meaningful social activity?” Mizuko Ito, 2016. “Learning and Literacy”. En Henry Jenkins, Mizuko Ito y danah boyd, Participatory Culture in a Networked Era. Cambridge: Polity Press. http://www.shutterstock.com/es/pic-369568331/stock-photo-portrait-of-a-lovely-little-girl-smiling-learning-math-dressed-in-school-uniform-isolated-on.html
  46. 46. “In settings of learning, a whole game is generally some kind of inquiry or performance in a broad sense. David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30 It involves problem solving, explanation, argument, evidence, strategy, skill, craft. Often something gets created - a solution, an image, a story, an essay, a model.”
  47. 47. Project Tasks Final Product David Perkins. 2009. Making Learning Whole. San Francisco: Jossey-Bass, pg. 30
  48. 48. Technologically-oriented and socially-grounded PBL is an effective and appealing way of promoting awareness and agency. http://www.shutterstock.com/es/pic-252743059/stock-photo-girl-with-tablet-thumbs-up.html
  49. 49. START Presentation Motivation INDUCEMENT Question Problem ChallengeSEARCH FOR INFORMATION Inside: Learners’ previous knowledge Outside (I): People Outside (II): Primary and Secondary Sources INFORMATION MANAGEMENT Filtering information Critical reading Synthesis PRODUCTION Solving the question/problem/challenge Creation of the final product DISSEMINATION Inside & outside the learning space D Y N A M I C A S S E S S M E N T
  50. 50. MOTIVATION/INDUCEMENT AND FINAL PRODUCT THE PBL CANVAS Which competences does the project promote? KEY COMPETENCES Which elements of the curriculum is the project related to? RELATION TO THE CURRICULUM Which assessment strategies and tools will the project include? When will they be used? ASSESSMENT Which question/challenge/problem moves us to act and learn? Which final product will be created? Which tasks will be performed to achieve the final product and solve the question/challenge/problem? TASKS Which people must get involved in the project? Which material resources are required for the project? RESOURCES Which ICT tools or services are required for the project? ICT TOOLS/SERVICES The PBL Canvas is a brainstorming template published by under a Creative Commons license (Original design: Miguel Ariza @maarizaperez y Antonio Herreros @aherrerosvega) Available at http://conecta13.com/canvas/ How can we make our project known inside and outside our school? How will you group the students? How will you organize the space? DISSEMINATIONGROUPING http://conecta13.com/canvas/
  51. 51. “Thinking and learning always develop in a sociocultural context. We may think of problem solving as very much “in the head”, but usually it gets considerable support from interpersonal interactions (conversation, mentoring, critiquing), group enterprises (teamwork, professional organizations, projects) and cultural artifacts (language, computers, writing, desks, books).” David Perkins, 2009. Making learning whole. San Francisco, Jossey-Bass, pg. 172. https://unsplash.com/photos/tvc5imO5pXk
  52. 52. Digital Artifacts
  53. 53. http://artefactosdigitales.com Iconos: thenounproject.com ebooks presentations mind maps wiki augmented reality video animations digital music robots podcast Digital Artifacts
  54. 54. Digital Artifacts http://artefactosdigitales.com Iconos: thenounproject.com screencasts digital posters timelines digital photography geotagging infography statistics and reports cartoons app design
  55. 55. Step 3: Design-Think the Challenge https://unsplash.com/photos/HWbxSLvmSww
  56. 56. Facing a twisted (social) challenge http://www.shutterstock.com/es/pic-199316723/stock-photo-crumpled-colorful-paper-on-wooden-background-creative-process.html
  57. 57. http://www.shutterstock.com/es/pic-251529133/stock-photo-group-of-people-with-research-concept.html
  58. 58. Content curation and critical literacy http://www.shutterstock.com/es/pic-266707178/stock-photo-digital-highway-and-technology-communication-concept-as-a-road-or-street-going-up-being-digitized.html
  59. 59. http://www.shutterstock.com/es/pic-306799715/stock-vector-lightbulb-ideas-concept-doodles-icons-set-vector-illustration.html
  60. 60. Prototype culture http://www.flickr.com/photos/fiddleoak/6513552569/
  61. 61. Design Principles Trust your group Trust the process Trust the community Share your prototype 1. draw/write; 2. speak Time is a limited resource. Divergence <> convergence Try & Test1. map; 2. prototype Mapping implies research and imagination Prototyping implies design and testing cycles Remain open at divergence. Remain positive at convergence Share your ideas. Try your ideas and draw conclusions.
  62. 62. Projects as memorable experiences http://www.shutterstock.com/pic-418887913.html
  63. 63. http://www.shutterstock.com/pic-262210703.html Teachers as designers of learning situations
  64. 64.  “I believe that education is a process of living and not a preparation for future living.” John Dewey https://unsplash.com/photos/Gcl6jcB1r9g http:// dewey.pragmatism .org/creed.htm
  65. 65. http://www.shutterstock.com/pic-435498151/stock-photo-gracias-which-means-thank-you-in-spanish-written-with-colorful-letters-on-rustic-wooden-surface.html
  66. 66. fernando trujillo ftsaez@ugr.es @ftsaez http://fernandotrujillo.es http://conecta13.com

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