This document outlines the syllabus for an "Applied Innovation" management course taking place from August 26, 2014 to December 14, 2014. The course will be taught by Stephen A. Di Biase and focuses on developing an understanding of innovation strategies and tactics. Students will work in teams to develop a business plan and proposal over the course of the semester for a fictitious company called Fundology. The proposal will be presented to the class and the fictional CEO of Fundology for review. Key topics covered in the course include the elements of innovation, developing business models and value propositions, organizational design, managing processes and data, funding innovations, intellectual property, and case studies of innovative companies.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
This document summarizes a workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. The workshop covered topics such as performing curricular reviews, using student-centered and multi-mode teaching approaches, developing communication, leadership, and analytical skills in students, and facilitating case studies, teamwork, and effective presentations. The goal was to discuss ways to improve graduates' skills and make the classroom more engaging through participatory learning.
This document provides an overview of an introduction session for a module on innovation in teaching and learning. It outlines the aims and learning outcomes of the module, which include critically evaluating curriculum models, synthesizing knowledge on teaching styles, and communicating conclusions. The assessment requirements are also summarized, including a 3500-word literature review and 1500-word presentation arguing for an educational innovation. The session schedule and topics are presented, along with guidance on the literature review and presentation assessments.
· Resources The website, www.nbpts.org, contains information rela.docxoswald1horne84988
· Resources: The website, www.nbpts.org, contains information related to the National Board for Professional Teaching Standards, as well as pp. xxi–xxiv & Ch.1 of Methods for Effective Teaching.
· Write a 350- to 700-wordpaper in which you identify the main factors to consider when lesson planning and identify the differences between goals and observable and measurable objectives. Consider the following factors:
· The framework for teaching, based on Danielson’s (2007) book
· The National Board for Professional Teaching Standards’ core propositions
· Include a graphic organizer that compares and contrasts the framework and the standards
· Any other factors of importance such as the assessment of prior knowledge
· Format your paper consistent with APA guidelines.
Download
File sent to you by ashley covington:
Methods_for_Effective_Teaching_5e_Ch01.pdf
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To download the file, click on the Download button above or copy and paste this URL into your browser:
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Proposition 1: Teachers are Committed to Students and Their Learning
· NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
· They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
· NBCTs understand how students develop and learn.
· They respect the cultural and family differences students bring to their classroom.
· They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
· NBCTs are also concerned with the development of character and civic responsibility.
· Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
· NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
· They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
· They are able to use diverse instructional strategies to teach for understanding.
· Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
· NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
· They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
· NBCTs know how to assess the progress of individual students as well as the class as a whole.
· They use multiple methods for measuring student growth and understanding, and they can clearly explain s.
This document discusses the rapid development of a graduate course in an EMBA program. It begins by introducing the author and their background in online education. It then describes a graduate course called EKLI 682 on knowledge, learning, innovation and performance that was created in a few days. The course focuses on contemporary issues shaping Canada's future competitiveness. It explores how the course was designed using a community of inquiry model to engage executive students in challenging projects and discussions. Key aspects of the design included leveraging students' existing expertise, focusing on enabling skills and reflection over content, and co-creating the learning experience. The document concludes by noting that revision of such rapidly developed courses takes much less time and can be continuously improved based
Overview In Final Project Part Two, you will develop a multimedia p.docxhoney690131
Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message.
Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.
PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation.
Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:
I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.
Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?
ii. What is the issue about?
Using appropriate research strategies, describe the impact of the issue/event on society.
i. Who is impacted by the issue?
ii. What is important to know about them?
C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.
Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.
How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.
How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?
Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society.
How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.
CBRD Connect (Center for Business Research and Development Report)Raymund Habaradas
Raymund B. Habaradas presented on the Center for Business Research and Development (CBRD) at De La Salle University. CBRD aims to encourage faculty research that advances knowledge and influences policy and practice. It connects research with teaching, advocacy, people, ideas, experts, institutions, and technology. CBRD provides funding and support for faculty research projects, conferences, and publications. Its goal is to create new knowledge and influence business policy and practices through rigorous research.
SAACDHE 2014 conference: Second notice and call for abstracts (1)SAACDHE2014
This document announces the 35th annual SAACDHE conference to take place from September 8-10, 2014 in Vanderbijlpark, South Africa. It invites submissions of abstracts for papers, workshops, and posters related to the conference theme of "Shaping our students: Forming a future for global citizenship". Submissions should focus on developing students' employability and preparing them for future careers in a global context. The deadline for abstract submissions is April 30, 2014. The conference will include presentations on topics like transformation in student counseling, graduate attributes, employability, leadership skills, and success stories.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
This document summarizes a workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. The workshop covered topics such as performing curricular reviews, using student-centered and multi-mode teaching approaches, developing communication, leadership, and analytical skills in students, and facilitating case studies, teamwork, and effective presentations. The goal was to discuss ways to improve graduates' skills and make the classroom more engaging through participatory learning.
This document provides an overview of an introduction session for a module on innovation in teaching and learning. It outlines the aims and learning outcomes of the module, which include critically evaluating curriculum models, synthesizing knowledge on teaching styles, and communicating conclusions. The assessment requirements are also summarized, including a 3500-word literature review and 1500-word presentation arguing for an educational innovation. The session schedule and topics are presented, along with guidance on the literature review and presentation assessments.
· Resources The website, www.nbpts.org, contains information rela.docxoswald1horne84988
· Resources: The website, www.nbpts.org, contains information related to the National Board for Professional Teaching Standards, as well as pp. xxi–xxiv & Ch.1 of Methods for Effective Teaching.
· Write a 350- to 700-wordpaper in which you identify the main factors to consider when lesson planning and identify the differences between goals and observable and measurable objectives. Consider the following factors:
· The framework for teaching, based on Danielson’s (2007) book
· The National Board for Professional Teaching Standards’ core propositions
· Include a graphic organizer that compares and contrasts the framework and the standards
· Any other factors of importance such as the assessment of prior knowledge
· Format your paper consistent with APA guidelines.
Download
File sent to you by ashley covington:
Methods_for_Effective_Teaching_5e_Ch01.pdf
313 KB
Virus Checked
File will be available for download for 7 days.
To download the file, click on the Download button above or copy and paste this URL into your browser:
https://sendnow.acrobat.com/?i=Xeiyze-qMyWYyq4cK5sydA
Note: Adobe SendNow may notify the sender when you download these files.
Proposition 1: Teachers are Committed to Students and Their Learning
· NBCTs are dedicated to making knowledge accessible to all students. They believe all students can learn.
· They treat students equitably. They recognize the individual differences that distinguish their students from one another and they take account for these differences in their practice.
· NBCTs understand how students develop and learn.
· They respect the cultural and family differences students bring to their classroom.
· They are concerned with their students’ self-concept, their motivation and the effects of learning on peer relationships.
· NBCTs are also concerned with the development of character and civic responsibility.
· Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to Students.
· NBCTs have mastery over the subject(s) they teach. They have a deep understanding of the history, structure and real-world applications of the subject.
· They have skill and experience in teaching it, and they are very familiar with the skills gaps and preconceptions students may bring to the subject.
· They are able to use diverse instructional strategies to teach for understanding.
· Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning.
· NBCTs deliver effective instruction. They move fluently through a range of instructional techniques, keeping students motivated, engaged and focused.
· They know how to engage students to ensure a disciplined learning environment, and how to organize instruction to meet instructional goals.
· NBCTs know how to assess the progress of individual students as well as the class as a whole.
· They use multiple methods for measuring student growth and understanding, and they can clearly explain s.
This document discusses the rapid development of a graduate course in an EMBA program. It begins by introducing the author and their background in online education. It then describes a graduate course called EKLI 682 on knowledge, learning, innovation and performance that was created in a few days. The course focuses on contemporary issues shaping Canada's future competitiveness. It explores how the course was designed using a community of inquiry model to engage executive students in challenging projects and discussions. Key aspects of the design included leveraging students' existing expertise, focusing on enabling skills and reflection over content, and co-creating the learning experience. The document concludes by noting that revision of such rapidly developed courses takes much less time and can be continuously improved based
Overview In Final Project Part Two, you will develop a multimedia p.docxhoney690131
Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message.
Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.
PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation.
Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:
I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.
Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?
ii. What is the issue about?
Using appropriate research strategies, describe the impact of the issue/event on society.
i. Who is impacted by the issue?
ii. What is important to know about them?
C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.
Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.
How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.
How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?
Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society.
How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.
CBRD Connect (Center for Business Research and Development Report)Raymund Habaradas
Raymund B. Habaradas presented on the Center for Business Research and Development (CBRD) at De La Salle University. CBRD aims to encourage faculty research that advances knowledge and influences policy and practice. It connects research with teaching, advocacy, people, ideas, experts, institutions, and technology. CBRD provides funding and support for faculty research projects, conferences, and publications. Its goal is to create new knowledge and influence business policy and practices through rigorous research.
SAACDHE 2014 conference: Second notice and call for abstracts (1)SAACDHE2014
This document announces the 35th annual SAACDHE conference to take place from September 8-10, 2014 in Vanderbijlpark, South Africa. It invites submissions of abstracts for papers, workshops, and posters related to the conference theme of "Shaping our students: Forming a future for global citizenship". Submissions should focus on developing students' employability and preparing them for future careers in a global context. The deadline for abstract submissions is April 30, 2014. The conference will include presentations on topics like transformation in student counseling, graduate attributes, employability, leadership skills, and success stories.
Is convening the right tool for your work? Convening places a significant demand on people’s time and resources, so it’s important to make informed decisions about when and how to bring a group together.
GATHER: The Art & Science of Effective Convening is a unique guidebook for convening planners and change agents interested in harnessing the potential of collective intelligence through in-person convening.
Learn more: http://rockefellerfoundation.org/gather-guide
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
Demonstration is a public showing that emphasizes the merits and usefulness of a product, concept, or process. It involves speaking to an audience while showing how something works. Effective demonstration establishes rapport, avoids assuming prior knowledge, focuses on key points, and follows a step-by-step plan. It should be well-prepared, keep students engaged, summarize key ideas, and evaluate student learning to achieve its objectives. Demonstration promotes peer learning, critical thinking, and better outcomes than individual work.
Victoria Weaver has created a Mastery Journey Timeline to document her goals and strategies for completing her Master of Fine Arts in Media Design. Over the course of two years, she will take courses in areas such as defining client needs, brand development, copywriting, design research, and professional practice. For each course, she outlines goals and strategies such as recommended readings, tutorials, and research methods. She also provides details on organizations she plans to join and how she will expand her professional network and stay informed on industry trends through publications and conferences. Her timeline demonstrates a comprehensive approach to achieving design mastery through focused coursework and experiential learning opportunities.
This document provides an overview of an entrepreneurship course at NYU ITP that uses the Lean LaunchPad methodology. The course will be taught by Jen van der Meer and Josh Knowles and will guide student teams through developing business models and minimum viable products over the semester. The class will include exercises on the business model canvas, guest speakers, and mentors who will coach individual student teams. Students will be expected to conduct customer interviews and iterate their ideas based on feedback.
CBRD - Bridging faith and scholarship; influencing policy and practiceRaymund Habaradas
The Center for Business Research and Development is the research and advocacy arm of the Ramon V. del Rosario College of Business of De La Salle University.
The document discusses opening and facilitating a larger group discussion on a community tragedy. It recommends:
1. Introducing facilitators and their qualifications in a non-boastful way to establish credibility.
2. Using icebreakers to help participants feel comfortable sharing.
3. Encouraging questions and clarification from participants.
4. Generating discussion with questions about feelings regarding the tragedy, discrepancies from media reports, and community resilience.
5. Adhering to the agenda but allowing flexibility when needed.
The document discusses the importance of research and planning skills for media coursework. It outlines 7 key areas to consider: 1) types of research, 2) advantages and disadvantages of sources, 3) organization of research, 4) planning pre-production requirements, 5) organization of planning materials, 6) presentation of research and planning, and 7) how research and planning informs practical production. The document prompts reflection on how these skills developed from AS to A2 levels, with evidence from coursework blogs and productions.
This document provides information about NYU's 2017 Summer I-Corps program run by the Convergence in Innovation and Entrepreneurship group. The program aims to increase diversity in STEM entrepreneurship and provide resources for STEM innovators. It includes a capstone competition for engineering students, VentureWell grants for pre-capstone projects, and plans to launch an NSF I-Corps site to promote customer discovery. The document discusses factors that impact diversity in STEM entrepreneurship based on a student survey. It outlines the proposed Lean LaunchPad-based NSF I-Corps summer program and encourages interested students to apply.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
1. WETG for entrepreneurship educators who wish to make a changeMarilou Gatchalian
The document provides an overview of the "Windows to ENTREPRENEURSHIP Teaching Guide" book project. It was created by Maria Luisa B. Gatchalian as a resource for entrepreneurship educators in the Philippines. The teaching guide covers topics related to entrepreneurship concepts and theories, and provides lesson plans, activities, case studies and other materials to support entrepreneurship education. It is the product of years of research and input from entrepreneurship educators and experts. The goal is to address the need for effective teaching resources on entrepreneurship tailored to the local context in the Philippines.
This document provides information about the Professional Entrepreneurship Program (PREP) offered by iSEED. PREP is a 12-week practice-oriented program designed to provide exposure to crucial aspects of entrepreneurship for budding and early-stage entrepreneurs. The program includes modules on venture ideation, execution, and projection. It involves workshops, mentorship, and networking opportunities. The goal is to help participants develop business plans, identify risks/priorities, and gain functional knowledge to start new ventures. The batch size is limited to 30 participants.
The document discusses entrepreneurship and innovation in media project management. It introduces the importance of innovation to overcome future challenges in the media industry. Effective project management methods are crucial for project success, including innovative ideas, planning, scope, time, cost, quality and risk management. The course aims to expose students to innovative media business thinking and solid project management methods. It discusses understanding innovation, generating creative ideas through effective brainstorming, and the steps to innovation implementation and project management.
This document provides an overview of pedagogical innovations presented at the JTEL Summer School in Bari, Italy on June 4, 2019. It discusses 10 potential big ideas for transforming education, including spaced learning, computational thinking, epistemic education, threshold concepts, flipped classroom, intergroup empathy, making thinking visible, learning with robots, decolonizing learning, and event-based learning. Each idea is summarized briefly, outlining its key aspects and providing examples of how it could be implemented using technology to enhance learning.
Workshop Slides on Research Proposal and Procedure 180415Hiram Ting
This document provides an outline for a two-day workshop on research proposals and procedures for postgraduate studies. Day one covers topics such as selecting a research topic, identifying the research problem and gap, developing research objectives, and reviewing literature. Day two focuses on the literature review, research methodology, data collection and analysis, and writing the research proposal. The workshop aims to provide guidance to postgraduate candidates on developing their research proposals and addressing common challenges. It emphasizes critical aspects like clearly identifying the research problem and gap, developing achievable objectives, conducting an exhaustive literature review, and outlining the research methodology and design.
Introduction to Instructional Design and ID Process-(Mark Stephine Caliso, Ai...REYIBANEZ
This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.
This document discusses potential future innovations in pedagogy and education. It begins by providing context on rapid technological changes and the need to prepare students for future careers. It then outlines several pedagogical innovations that have emerged in recent years such as learning analytics, spaced learning, computational thinking, and flipped classrooms. These innovations leverage new technologies and draw on research from fields like neuroscience and computer science. The document concludes by discussing approaches for identifying new promising pedagogies, such as expert workshops, provocations, and scenario development using a Policy Delphi method.
The document summarizes an information session for Lean Launchpad at NYU ITP. It introduces Jen van der Meer and Josh Knowles, the teaching team, and describes Lean Launchpad's approach of applying customer development and the lean startup methodology to help students launch products. Students will work in teams over the semester to develop business models, conduct customer interviews, and build minimum viable products. The session outlines the class schedule and expectations for applying to participate in the course.
More Related Content
Similar to Mgmt 310 A Syllabus DiBiase Winter 2015 revised
Is convening the right tool for your work? Convening places a significant demand on people’s time and resources, so it’s important to make informed decisions about when and how to bring a group together.
GATHER: The Art & Science of Effective Convening is a unique guidebook for convening planners and change agents interested in harnessing the potential of collective intelligence through in-person convening.
Learn more: http://rockefellerfoundation.org/gather-guide
An overview on instructional design, its meaning and purpose, a model for design, what does a designer do and things to consider about varied learners to whom the design is intended for
Demonstration is a public showing that emphasizes the merits and usefulness of a product, concept, or process. It involves speaking to an audience while showing how something works. Effective demonstration establishes rapport, avoids assuming prior knowledge, focuses on key points, and follows a step-by-step plan. It should be well-prepared, keep students engaged, summarize key ideas, and evaluate student learning to achieve its objectives. Demonstration promotes peer learning, critical thinking, and better outcomes than individual work.
Victoria Weaver has created a Mastery Journey Timeline to document her goals and strategies for completing her Master of Fine Arts in Media Design. Over the course of two years, she will take courses in areas such as defining client needs, brand development, copywriting, design research, and professional practice. For each course, she outlines goals and strategies such as recommended readings, tutorials, and research methods. She also provides details on organizations she plans to join and how she will expand her professional network and stay informed on industry trends through publications and conferences. Her timeline demonstrates a comprehensive approach to achieving design mastery through focused coursework and experiential learning opportunities.
This document provides an overview of an entrepreneurship course at NYU ITP that uses the Lean LaunchPad methodology. The course will be taught by Jen van der Meer and Josh Knowles and will guide student teams through developing business models and minimum viable products over the semester. The class will include exercises on the business model canvas, guest speakers, and mentors who will coach individual student teams. Students will be expected to conduct customer interviews and iterate their ideas based on feedback.
CBRD - Bridging faith and scholarship; influencing policy and practiceRaymund Habaradas
The Center for Business Research and Development is the research and advocacy arm of the Ramon V. del Rosario College of Business of De La Salle University.
The document discusses opening and facilitating a larger group discussion on a community tragedy. It recommends:
1. Introducing facilitators and their qualifications in a non-boastful way to establish credibility.
2. Using icebreakers to help participants feel comfortable sharing.
3. Encouraging questions and clarification from participants.
4. Generating discussion with questions about feelings regarding the tragedy, discrepancies from media reports, and community resilience.
5. Adhering to the agenda but allowing flexibility when needed.
The document discusses the importance of research and planning skills for media coursework. It outlines 7 key areas to consider: 1) types of research, 2) advantages and disadvantages of sources, 3) organization of research, 4) planning pre-production requirements, 5) organization of planning materials, 6) presentation of research and planning, and 7) how research and planning informs practical production. The document prompts reflection on how these skills developed from AS to A2 levels, with evidence from coursework blogs and productions.
This document provides information about NYU's 2017 Summer I-Corps program run by the Convergence in Innovation and Entrepreneurship group. The program aims to increase diversity in STEM entrepreneurship and provide resources for STEM innovators. It includes a capstone competition for engineering students, VentureWell grants for pre-capstone projects, and plans to launch an NSF I-Corps site to promote customer discovery. The document discusses factors that impact diversity in STEM entrepreneurship based on a student survey. It outlines the proposed Lean LaunchPad-based NSF I-Corps summer program and encourages interested students to apply.
Seminar proceedings on multi mode approaches in teaching learning in higher e...Rolling Plans Pvt. Ltd.
The document summarizes the key points from a two-day workshop on applying multi-mode approaches to teaching and learning in Nepalese higher education. It discusses improving students' communication, leadership, and analytical skills through various teaching methods like group projects, presentations, discussions, case studies and transforming classroom structures to encourage interaction. The document emphasizes performing curricular reviews, using multi-modal teaching approaches, facilitating teamwork, presentations and case studies to develop effective communication among students.
1. WETG for entrepreneurship educators who wish to make a changeMarilou Gatchalian
The document provides an overview of the "Windows to ENTREPRENEURSHIP Teaching Guide" book project. It was created by Maria Luisa B. Gatchalian as a resource for entrepreneurship educators in the Philippines. The teaching guide covers topics related to entrepreneurship concepts and theories, and provides lesson plans, activities, case studies and other materials to support entrepreneurship education. It is the product of years of research and input from entrepreneurship educators and experts. The goal is to address the need for effective teaching resources on entrepreneurship tailored to the local context in the Philippines.
This document provides information about the Professional Entrepreneurship Program (PREP) offered by iSEED. PREP is a 12-week practice-oriented program designed to provide exposure to crucial aspects of entrepreneurship for budding and early-stage entrepreneurs. The program includes modules on venture ideation, execution, and projection. It involves workshops, mentorship, and networking opportunities. The goal is to help participants develop business plans, identify risks/priorities, and gain functional knowledge to start new ventures. The batch size is limited to 30 participants.
The document discusses entrepreneurship and innovation in media project management. It introduces the importance of innovation to overcome future challenges in the media industry. Effective project management methods are crucial for project success, including innovative ideas, planning, scope, time, cost, quality and risk management. The course aims to expose students to innovative media business thinking and solid project management methods. It discusses understanding innovation, generating creative ideas through effective brainstorming, and the steps to innovation implementation and project management.
This document provides an overview of pedagogical innovations presented at the JTEL Summer School in Bari, Italy on June 4, 2019. It discusses 10 potential big ideas for transforming education, including spaced learning, computational thinking, epistemic education, threshold concepts, flipped classroom, intergroup empathy, making thinking visible, learning with robots, decolonizing learning, and event-based learning. Each idea is summarized briefly, outlining its key aspects and providing examples of how it could be implemented using technology to enhance learning.
Workshop Slides on Research Proposal and Procedure 180415Hiram Ting
This document provides an outline for a two-day workshop on research proposals and procedures for postgraduate studies. Day one covers topics such as selecting a research topic, identifying the research problem and gap, developing research objectives, and reviewing literature. Day two focuses on the literature review, research methodology, data collection and analysis, and writing the research proposal. The workshop aims to provide guidance to postgraduate candidates on developing their research proposals and addressing common challenges. It emphasizes critical aspects like clearly identifying the research problem and gap, developing achievable objectives, conducting an exhaustive literature review, and outlining the research methodology and design.
Introduction to Instructional Design and ID Process-(Mark Stephine Caliso, Ai...REYIBANEZ
This document provides an introduction to instructional design and the instructional design process. It defines instructional design as the systematic process of translating principles of learning into instructional plans, materials, and evaluations. The document outlines the key components of the instructional design process, including analysis, design, development, implementation, and evaluation. It also discusses different learning theories that influence instructional design such as behaviorism, cognitivism, and constructivism. The principles of instructional design including making instruction task-centered, activating prior knowledge, demonstrating concepts, applying knowledge, and integrating knowledge are also explained.
This document discusses potential future innovations in pedagogy and education. It begins by providing context on rapid technological changes and the need to prepare students for future careers. It then outlines several pedagogical innovations that have emerged in recent years such as learning analytics, spaced learning, computational thinking, and flipped classrooms. These innovations leverage new technologies and draw on research from fields like neuroscience and computer science. The document concludes by discussing approaches for identifying new promising pedagogies, such as expert workshops, provocations, and scenario development using a Policy Delphi method.
The document summarizes an information session for Lean Launchpad at NYU ITP. It introduces Jen van der Meer and Josh Knowles, the teaching team, and describes Lean Launchpad's approach of applying customer development and the lean startup methodology to help students launch products. Students will work in teams over the semester to develop business models, conduct customer interviews, and build minimum viable products. The session outlines the class schedule and expectations for applying to participate in the course.
Similar to Mgmt 310 A Syllabus DiBiase Winter 2015 revised (20)
1. APPLIED INNOVATION: A PATH TO PROSPERITY
Management 310 A Syllabus
August 26, 2014 to December 14, 2014
Stephen. A. Di Biase, Ph.D.
Stephen A. Di Biase Page 1 11/14/2014
BENEDICTINE UNIVERSITY
August 25, 2014 to December 14, 2014
MGMT 310 A – Applying Innovation: A Path to Entrepreneurship
Stephen A. Di Biase Ph.D.
sadibiase@gmail.com
Phone: 312-288-1350
Skyp:sdibiase5
REQUIRED TEXTS:
1. Where Good Ideas Come From: The Natural History of Innovation, Steve Johnson, 2010,
Riverhead Books New York.
2. The Four Steps to the Epiphany: Successful strategies for products that win, Steven Blank,
2013, 2nd
edition.
3. The Essential Drucker, Drucker, P. J., Harper Business, 2001.
4. Management Challenges for the 21st Century, Drucker, Peter F. Harper Business, 1999.
5. Designing Organizations, Galbraith, J.R., 2002, Jossey-Bass
PRE-CLASS ASSIGNMENT:
Read the required texts, class notes provided and information on your cohort and lecturer.
Requirements:
1. Class attendance and participation 65%
2. Essay test, final written and defended proposal 35%
Submit a concise and clearly written analysis for developing a compelling value proposition,
business model and go to market strategy for making the client company successful considering
the “critical for success” questions. The report should be accompanied with presentation
materials used during the project proposal and defense.
Learning Objectives from Applied Innovation course:
Become familiar with the key elements of innovation from an operational definition, who is
capable of innovating and how one innovates,
Gain insights into what’s happening in the 21st
century and how it impacts the what kinds of
innovation happen,
Exposure to the concept of Open Innovation and how one accesses innovations for external
sources for incorporation into their enterprise,
Appreciate the elements of applying innovative thinking to building business models with a
detailed case study,
Develop an understanding of how leadership impacts successful innovation,
Discuss the importance of inquiry and managing conflict on successful innovation,
Develop a point of view for using social media methodologies to facilitate information flows
making the innovation process more effective.
2. APPLIED INNOVATION: A PATH TO PROSPERITY
Management 310 A Syllabus
August 26, 2014 to December 14, 2014
Stephen. A. Di Biase, Ph.D.
Stephen A. Di Biase Page 2 11/14/2014
CLASS PLAN
Date Topic Activity Comments
August 26 Introductions Each class member introduces
themselves with 1-3 minute
descriptions, class overview,
Aligning Employee
Performance w Corp.
Objectives
The process I’d use to ask each
student a different set of
questions to answer and then
introduce them to the
Professional Growth Process
something they should attempt
during the course.
August 28 Strategic Elements of Innovation What must innovation be and
why?
Set framework for theory of
innovation
September 2 Strategic Elements of Innovation What must innovation be and
why?
Set framework for theory of
innovation
September 4 Tactical Elements of Innovation How does one Innovate? Describe actual behaviors of
innovative people
September 9 Tactical Elements of Innovation How does one Innovate? Describe context for innovation.
Lead into using Social Media tools
September 11 Assign team roles – “CEO”, Corp.
Comm., “CFO”, “CTO/CIO”,
Sales/Mkgt, Operations – can have 1
person for 2 roles or 2 people for 1
role etc.
Self-selection process.
Discussion of roles and
required skills and who is best
qualified for each and why.
“CEO” is key role.
See if leader emerges, if not
assign someone. Mentor that
person separately if required
September 16 First class about creating a business
plan for a team new venture. Review
business canvas
Teams develop their business
concepts
Class describes why their idea
solves an important problem
that would lead to a new start-
up.
September 18 Teams begin working on business
canvas
Share progress on business
canvas with class
Teams critique each other’s
work.
September 23 Teams work on and report revisions
to business canvas
Team to present proposal to
class for comment and
revision
Business canvases are approved
for use in crafting the business
plan and model.
September 25 Culture Leadership, Inquiry and
Managing Conflict
Describe leadership in an
actionable way and discuss the
leaders role in inquiry and
managing conflict
September 30 Culture, discuss Social Media project.
Team to review and present how to
use Social Media to connect
information leading to innovations.
Leadership, Inquiry and
Managing Conflict. Describe
features of Social Media
analysis due for classes on
October 23 and 25.
Describe leadership in an
actionable way and discuss the
leaders role in inquiry and
managing conflict
October 2 Organizational Designs Aligning People and
Information Flows
Aligning organizational structures
with the enterprises goals and
position in its life cycle.
October 7 Organizational Designs Aligning People and
Information Flows
Aligning organizational structures
with the enterprises goals and
position in its life cycle.
October 9 Processes Means to an End, not the end
in itself
High level overview of basic
processes for managing
innovation. Focus on process as
tool not outcome.
3. APPLIED INNOVATION: A PATH TO PROSPERITY
Management 310 A Syllabus
August 26, 2014 to December 14, 2014
Stephen. A. Di Biase, Ph.D.
Stephen A. Di Biase Page 3 11/14/2014
October 14 First essay test Cover material through
October 9th
Short essay questions to measure
depth of understanding.
October 16 First business model and plan
elements are critiqued by class
Plans are approved for
finalization
Teams develop approach to
finalizing their plans and create
elements of an investor pitch.
October 21 Managing “Big Data” Dealing with Complexity and
Ambiguity
What is “Big Data” and how does
one deal with “Big Data” absent
analytics with a focus on making
good decisions when faced with
ambiguity
October 23 Social Media – half of the class shares
how they’ll use social media to flesh
out their business concept
Using Social Media to connect
ideas creating insights and
actionable knowledge around
their business concept
Class presents Social Media
overview of Facebook, Twitter,
LinkedIn, Pinterest, Google+,
others – what are they
October 25 Social Media – half of the class shares
how they’ll use social media to flesh
out their business concept
Using Social Media to connect
ideas creating insights and
actionable knowledge
business concept
Class members to present their
analysis of how to use major
Social Media tools utility in
connecting ideas w examples
October 30 Class submits draft of business plan
for grading and approval to create
investor pitch
Present update and obtain
feedback
Make revisions
November 1 Designing the Business Model Creating Enduring Competitive
Advantage
What is it and how is it
developed?
November 3 Designing the Business Model Creating Enduring Competitive
Advantage
What is it and how is it
developed?
November 8 Investments Funding Innovations Investors and how do you pitch
the idea
November 10 Investments Funding Innovations Investors and how do you pitch
the idea
November 15 Delivery Developing the Value
Proposition
Selling the Innovation to
Customers
November 17 Delivery Developing the Value
Proposition
Selling the Innovation to
Customers
November 22 Intellectual Property Protecting the business Keeping competitors at bay
November 25 Second Essay Test Material from October 16
through November 22
Not comprehensive
Thanksgiving Nov. 27 No class
December 2 Case Studies: Joshua Wedgewood:
Fine Collectibles, Marshall Field:
Retail, Michael Dell: PCs Chicago’s Top
20 Innovations
How the best did it What does it take to be an
innovator and entrepreneur
December 4 Half of the class present their
business plans and investor pitch for
final review for final action
Does it make sense? Why,
Would Kison pay for it?
“Devil’s Advocate Session”
December 9 Half of the class present their
business plans and investor pitch for
final review for final action
Prepare for dry run “Devil’s Advocate Session”
December 11 Present investor pitch to class 10
minutes per team.
Team presentation of key
elements by functions. 5-7
minutes per topic.
Final pitch to class. Submit
business plan and investor pitch
for grading Invite faculty to
attend
Key Sections and Events
August 26 – September 16: Strategies and Tactics
September 18: First meeting with Fundology CEO Kison Patel
4. APPLIED INNOVATION: A PATH TO PROSPERITY
Management 310 A Syllabus
August 26, 2014 to December 14, 2014
Stephen. A. Di Biase, Ph.D.
Stephen A. Di Biase Page 4 11/14/2014
September 23 – October 9: Doing Things the Correct Way
October 14: First essay test
October 16 – October 30: Doing Things the Correct Way (cont.)
October 30: Second meeting with Fundology to review proposed project design
November 1 – November 22: Sustaining the Enterprise by Serving Customers Effectively
November 25: Second essay test
December 2: Case Studies – Wedgewood, Marshall Fields, Dell Computer (optional if time
permits)
December 4: Review proposal for Fundology with dry run – maximum 30 minutes with
Q&A (must be tight pitch)
December 11: Proposal to Kison Patel and the Fundology Leadership team
HANDOUTS
Stephen A. Di Biase’s background information
Text: “Applied Innovation: Making Innovation a Discipline”
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