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 Innovation Mike Parsons and Mary Rose (IEED, Lancaster University Management School 28 February 2011 Hull University Business School 1

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

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 Point Launched October 2004 5

16. Teaching and Learning Challenges identified 2004 How to set current innovation and management practices alongside theoretical analysis Developing critical analytical skill relating to the business press Motivation 80/20 rule Plagiarism 6

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

20. Innovation SearchBased on LUVLE platform until 2006 9

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

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

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

43. now usable as either

44. Flexibility

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

47. Forum tool adapted for weekly Innovation Theory Preparation

48. Active use of VLE in workshops14

49. Unexpected Results: Teaching, Cookies and Team Working Visibility of all work and feedback was motivational for students 15

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

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 return 3. Intensity of experience 19

63. Student Reflections on process 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. 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 Reflections 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. 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 practice Active learning Crossing boundaries and holistic learning Collaboration and team working Individual learning Forum and face to face workshops Group Wiki Online Learning log 22

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