The document discusses best practices for blending technology, entrepreneurship, and learning design. It analyzes the essential design features and shortcomings of settings that incorporate technical, social, and epistemological components. These include the use of various mobile apps, cloud services, social media, and group activities. The design emphasizes blended learning through multiple sources and actors, with flexibility. It encourages knowledge sharing through communities of practice and knowledge building communities. An example discussed is an Edupreneur Bootcamp program that guides students on a journey to entrepreneurship.

1. Model for Blending
Technology & Entrepreneurship
into Learning Design
Best Practices

2. Learning Design Frameworks
§ TPACK
§ Learning by Design
§ Pedagogical Infrastructure Framework

5. Component Essential design features of the setting (set prior to Shortcomings in the
course) design and
suggestions for
improvements
Technical • Basic tools: blog & iPads •
• Various mLearning apps for personal and
collaborative use for writing, taking pictures
and video, for browsing and concept-mapping
• Cloud services and resources tutoring the use
of apps and other resources (e.g. Youtube)
• Social media platforms that link formal,
nonformal and informal learning
• ICT infrastructure: wifi, apple TV, projectors
Social • Group activities: hands-on work for •
constructing knowledge&skills
• Structured group settings like duel discussions
and evaluation discussions
• Unstructured personal and group settings like
mobile qr track
• Analysis and participation in the community of
practice in InnoOmnia
• Informal get-together party
Epistemological • Theoretical framework partly provided by •
facilitators, partly on students’ own activity
(group work)
• Information on the Finnish educational system
and vocational education and training
• Device and app training provided
• Cloud services and social media platforms
partly assisted and partly as their own group
work
• Edutech application cases and examples
partly presented by facilitators, partly
accessed as students’ own activity
• "Fuzzy" knowledge to be gathered about the
InnoOmnia community of practice
Cognitive • The sessions start with an introduction to the •
objectives and end with a reflective round-up.
During and after the sessions the students are
expected to write about their process both on
the blog and on their personal learning
environments.
• As is often the case with adult education,
students are expected to be active, to take
initiative and to have self-regulated learning
skills and positive attitude to their own
process.

7. Blended Learning
§ Multiple sources and actors,
mixed by design
§ Design is flexible, not cast
in stone
§ Encouraging flow, process
and tacit knowledge
§ Agility for reflection,
feedback and adjustment

8. Blended Learning
§ Authentic environments / Simulated reality
§ Real life interaction / Mediated presence / Databases
§ Students / Teachers / Entrepreneurs
§ Different domains of learning
§ Synchronous / Asynchronous
§ Mixing the roles of participants
§ Versatility in didactic practices

9. Community of Practice
§ Constructing knowledge together
§ Value of tacit knowledge
§ Various roles one can take
§ InnoOmnia community
§ Facility and its spaces
§ Serendipity

10. Knowledge Building Community
§ 21st century skills
§ On-campus business partnerships
§ Young entrepreneur programmes
§ Cooperative arrangements
§ Example: Edupreneur Bootcamp
§ A journey to entrepreneurship...