1. The document describes a collaborative course on innovation between Lancaster University Management School and a businessman. It aimed to bring together business, academia, and technology through its design. 2. The course used a combination of lectures, interactive workshops, and online assessments including a wiki and learning log. This blended approach helped develop students' critical thinking and motivation. 3. Over time, the use of the Sakai online platform improved collaboration further. Students began using wikis and forums to work together on group assignments. This led to greater teamwork, competition, and effort across the full term from the students.

1. Collaborative Learning and Teaching in InnovationMike Parsons and Mary Rose (IEED, Lancaster University Management School 28 February 2011Hull University Business School1

2. OverviewAbout us Innovation Courses Learning and Teaching Challenges Course Design and Evolution Collaborative practices and processes2

3. About usOur collaboration

4. We represent a ‘new combination’

5. Mike Parsons –businessman, Karrimor, OMM Ltd, Innovator in Residence, IEED

6. Mary Rose, academic, business historian

7. Invisible on Everest : Innovation and the Gear Makers (2003)

8. Innovation a result not an objective 3

9. Beyond Invisible on EverestShared knowledge and trust

10. Innovation Courses

11. Innovation for Extremes

12. www.innovation-for-extremes.net

13. A OMM Ltd a business start-up 2005

14. IEED4

15. Innovation Course Starting PointLaunched October 2004 5

16. Teaching and Learning Challenges identified 2004How to set current innovation and management practices alongside theoretical analysisDeveloping critical analytical skill relating to the business pressMotivation80/20 rulePlagiarism6

17. Philosophy and pedagogy: where business, academia and technology meet (1) Mary : 'Past experience with Econ 120 showed that combining online materials, interactive workshops and a learning log was inspirational for both students and staff'7

18. Philosophy and pedagogy: where business, academia and technology meet (2)Mike : “Mary agreed to my proposal that I treat the students as I would employees during an extensive period of management change."8

19. Course design responses to the challenges stage 1 First course jointly designed and delivered with academic and business collaboration Two 'inspirational' lecturesWeekly 2 hour interactive workshops Assessment designed to address key challenges Academic Learning Log

20. Innovation SearchBased on LUVLE platform until 20069

21. Course Achievements Stage 1: to 2004-6Key design principles unchanged

22. Process of continuous improvement

23. Achieved :

24. Theory and practice

25. High levels of student engagement and motivation

26. Originality in coursework allowing stretching of mark range

27. Consistently high student ranking despite high workload

28. Hard to plagiarise

29. University Prize for UG Teaching 200510

30. Course achievements Stage 1:Continuing Challenges in 2006: How to achieve collaboration?Assessment was individual but with associated group working.

31. How to achieve team working?

32. How to store Innovation Search?

33. Shift from LUVLE to SAKAI – opened up opportunities and brought unpredicted benefits 11

34. What the Sakai VLE broughtWinter 2007 Sakai tested by a group of our EBIN students testing for:

35. Ease of use

36. Look and feel

37. Tools

38. From them we found:

40. Wiki tool ideal for recording Innovation Search

41. Inspiration of Wiki for Innovation Search group work12

42. An adaptable/modular VLEBlog tool adapted for us as a learning log,

43. now usable as either

44. Flexibility

45. Importance of tools is how they are used and thinking 13

46. New PracticesWiki the platform for group assignment around Innovation Search

47. Forum tool adapted for weekly Innovation Theory Preparation

48. Active use of VLE in workshops14

49. Unexpected Results: Teaching, Cookies and Team WorkingVisibility of all work and feedback was motivational for students15

50. Unexpected Gains Group work becomes team work

51. Healthy competition

52. Peer pressure

53. Effort through term

54. Team working 3. Recognition system beyond formal assessment §The Cookies! 4. Motivational for staff 5. All core design elements remain 16

55. Continued development Improved Sakai - it is becoming 'Invisible' New tools and new collaborative perspectives:

56. Big Blue Button

57. Enhanced Facebook style Profile tool

58. Embedding Google Sites in Sakai improved process

59. Guidelines

60. Weekly best practice17

61. Communities of Practice 18

62. How is the community of practice built ? 1. Top Tips from past students: Film clip from 2008 students Film clip from 2009 Students about their experience Film clip from from2010 Learning Log 2. Course alumni return3. Intensity of experience19

63. Student Reflections on processregular 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.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.20

64. Student ReflectionsIn 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. 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.21

65. Innovative learning process for teaching innovation.Theory and practiceActive learningCrossing boundaries and holistic learningCollaboration and team workingIndividual learningForum and face to face workshopsGroup WikiOnline Learning log22

66. Final reflection on our collaborationEducation has spent 150 years widening access taking motivation as givenIndustry has spent 150 years focusing on motivation and neglecting training and educationIn this course combined academic/business collaboration has helped us remedy some of these issues.23